UCL INSTITUTE OF ARCHAEOLOGY
ARCL 3038
Archaeological Approaches to Standing Buildings
2013
Year 2/3 Option, 0.5 unit
Co-ordinator: Professor Andrew Reynolds
a.reynolds@ucl.ac.uk
Room 205
020 76791522
OVERVIEW
Short description
This course introduces students to the archaeological study of standing structures, focusing
mainly on the built environment of Britain in the middle ages, but drawing on other periods
and places. The methods and techniques covered are widely applicable.
Week-by-week summary
TERM 1
Tuesday 1st October 4-6pm
1 Introduction to the course: buildings and building materials (Andrew Reynolds)
Tuesday 8th October 4-6pm
2 Structural criticism: the art of recording and interpreting sequence (Andrew Reynolds)
Tuesday 15th October 4-6pm
3 Dating buildings I: architectural style in masonry buildings (Andrew Reynolds)
Tuesday 22nd October 4-6pm
4 Dating buildings II: dendrochronology and archaeological science (Martin Bridge)
Tuesday 29th October 4-6pm
5 GIS and computing in buildings archaeology (Michael Shapland)
4th-8th November: READING WEEK (NO TEACHING)
Tuesday 12th November 4-6pm
6. Conservation and ethics in buildings archaeology (Andrew Reynolds)
Tuesday 19th November 4-6pm
7. The archaeology of the English parish church (Andrew Reynolds)
Tuesday 26th November 4-6pm
8. The archaeology of roofs and roofing materials (Alex Langlands)
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Week of 2-6 December – timing to be arranged
9. Study visit to the City of London (Andrew Reynolds)
Tuesday 10th December 4-6pm
10. Working in buildings archaeology and course review (Andrew Reynolds)
Basic texts
Core methodological text
Morriss, R. 2000 The Archaeology of Buildings. Stroud and Charleston SC: Tempus. INST
ARCH MOR 10 (ISSUE DESK) INST ARCH DAA398 MOR
Core terminological text
Fleming, J., Honour, H. and Pevsner, N. 1980 Dictionary of Architecture. Harmondsworth:
Penguin. ARCHITECTURE A 2 FLE
Core theoretical text
Johnson, M. 1993 Housing Culture. London: UCL Press. ARCHITECTURE G 98.1 JOH
Methods of assessment
This course is assessed by means of two pieces of course work comprising two essays of
between 1900 and 2100 words, which each contribute 50% to the final grade of the course. If
students are unclear about the nature of an assignment, they should discuss this with the
Course Co-ordinator. The Course Co-ordinator is willing to discuss an outline of the student’s
approach to the assignment, providing this is planned suitably in advance of the submission
date, although the nature of each assignment and possible approaches to it will be discussed in
class, in advance of the submission deadline.
Teaching methods
The course is taught through lectures and a field study visit to the City of London.
Workload
There will be 18 hours of lectures for this course and one study visit. Students will be
expected to undertake around 70 hours of reading for the course, plus 30 hours preparing for
and producing the assessed work, and an additional 60 hours on revision for the examination.
This adds up to a total workload of some 185 hours for the course.
AIMS, OBJECTIVES AND ASSESSMENT
Aims
The aim of the course is to introduce students to the nature and range of the archaeological
study of standing buildings. The first half of the course draws on a wide range of buildings
from across the world and from different periods to introduce students to building materials
and to the various analytical problems and theoretical approaches encountered in the study of
standing remains. The second half of the course examines different categories of structures
with a focus on the medieval period in the British Isles. The course considers how
archaeology has informed the study of historic buildings beyond the traditional approaches
taken by art and architectural historians and aims to furnish students with a broad perspective
and understanding of issues current in the presentation of historic buildings to the public. The
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course encourages a cross-chronological and cross-cultural approach to the understanding of
the built environment.
Objectives
The objective of the course will be to make students aware of the range and character of
structural remains and how they might be recorded and interpreted. By the end of the course
students will be familiar with the terminology of standing buildings archaeology and be
furnished with a range of transferable skills applicable to structures worldwide. In addition,
students will have accumulated specialist knowledge of medieval buildings in the British
Isles.
Learning Outcomes
By the end of the course, students should be able to observe and critically reflect on
archaeological sequences in the form of standing remains applying their acquired knowledge
to a wide range of archaeological evidence, and have developed improved writing skills.
Coursework
You are strongly advised to use illustrations in your assignments and to choose your casestudies from around the world.
Essay 1 – submission date Friday 1st November 2013
Either
With reference to at least three case studies, including both stone and timber buildings,
consider how archaeologists establish and record relative sequences in the structures they
study.
Or
Using at least three case studies, how do archaeologists establish chronologies for individual
buildings?
Essay 2 – submission date Friday 6th December 2013
Either
Buildings are often considered from a functional perspective. Using at least three examples,
consider how archaeologists have extended interpretative perspectives, including the uses of
space and landscape.
Or
In what ways can archaeological science contribute to the study of ancient buildings? Use at
least three examples to illustrate you answer.
BASIC TEXTS AND FURTHER READING
Core methodological text
Morriss, R. 2000 The Archaeology of Buildings. Stroud and Charleston SC: Tempus. INST
ARCH MOR 10 (ISSUE DESK) INST ARCH DAA398 MOR
3
Core terminological text
Fleming, J., Honour, H. and Pevsner, N. 1980 Dictionary of Architecture. Harmondsworth:
Penguin. ARCHITECTURE A 2 FLE
Core theoretical text
Johnson, M. 1993 Housing Culture. London: UCL Press. ARCHITECTURE G 98.1 JOH
Further reading
If you intend to explore medieval buildings in your local area, the best source of reference is
the Buildings of England series published on a county by county basis by Penguin under the
general editorship of Niklaus Pevsner. National and county archaeological and historical
periodicals frequently carry reports and surveys of historic buildings and these kinds of
publications are a useful mine for case studies and local examples. More broadly you should
utilize the holdings of the library of the Bartlett School of Architecture – where you will find,
for example, Architectural History, the journal of the Society of Architectural Historians - and
access periodicals in the Institute’s library that relate to the archaeology of other countries. A
series of articles that provide useful further perspectives are given below, but you will also
find it useful to follow the bibliographies in these papers and books to dig deeper into
individual topics and approaches.
Other useful reading and comparative approaches from around the world
Austin, D. & Alcock, L. (eds) 1997 From the Baltic to the Black Sea: Studies in Medieval
Archaeology. London and New York (esp. paper by Austin and Thomas). INST ARCH DAA
190 AUS
Brown, F. 1990 ‘Some Cautionary Notes on the Application of Spatial Measures to
Prehistoric
Settlements’ in R. Samson (ed), The Social Archaeology of Houses. Edinburgh, 93-109. INST
ARCH HC SAM
Foster, Sally M., ‘Analysis of Spatial Patterns in Buildings (Access Analysis) as an Insight
into Social Structure: Examples from the Scottish Iron Age’, Antiquity 63, 40-50. INST
ARCH PERS ANT
Grogan, E. 2002 ‘Neolithic houses in Ireland: a broader perspective’, Antiquity 76, 517-25.
INST ARCH PERS
Grøn, O, 2003 ‘Mesolithic dwelling places in south Scandinavia: their definition and social
interpretation’, Antiquity 77, 685-708. INST ARCH PERS ANT
Kirch, P. 1990 ‘Monumental architecture and power in Polynesian chiefdoms: a comparison
of Tonga and Hawii’, World Archaeology 22, 206- INST ARCH PERS WOR
Reid, A., Lane, P., Segobye, A., Borjeson, L., Mathibidi, N. and Sekgarametso, P. 1997
‘Tswana architecture and responses to colonialism’, World Archaeology 28, 370- INST
ARCH PERS WOR
Schofield, J. 1994 Medieval London Houses. New Haven and London. INST ARCH DAA
416 SCH
Trigger, B.G. 1990 ‘Monumental architecture: a thermodynamic explanation of symbolic
behaviour’, World Archaeology 22, 119- INST ARCH PERS WOR
Watkins, T. 1989 ‘The origins of house and home’, World Archaeology 21, 336- INST ARCH
PERS WOR
Watson, A. and Keating, D. 1999 ‘Architecture and sound: an acoustic analysis of megalithic
monuments in prehistoric Britain’, Antiquity 73, 325-36. INST ARCH PERS ANT
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See also the articles in World Archaeology 9:2 Architecture and Archaeology (1977) and
World Archaeology 41.1 The Archaeology of Buildings (2009) – both contain a good
selection of theoretical and methodological papers drawing on case studies from around the
world.
Access, status and symbolism: interpreting medieval buildings
Traditionally, medieval buildings have been interpreted within a purely functionalist
paradigm, with castles seen as purely defensive, churches solely as places where religious
activities were enacted. Modern approaches have suggested that such lines of interpretation
are restrictive and do not reflect the breadth of social meanings of buildings in the past.
Austin, D. 1984 ‘The Castle and the Landscape: Annual Lecture to the Society for Landscape
Studies, May 1984’, Landscape History 6, 70- 81 INST ARCH PERS LAN
Fairclough, G. 1992 ‘Meaningful Constructions: Spatial and Functional Analysis of Medieval
Buildings, Antiquity 66, 348-366. INST ARCH PERS ANT
Gilchrist, R. 1994 Gender & Material Culture: The Archaeology of Religious Women.
London. (esp. pages 128-169). INST ARCH DAA 190 GIL
Gilchrist, R. 1996 et. al, ‘Review Feature: Gender & Material Culture: The Archaeology of
Religious Women by Roberta Gilchrist, with Contributions from Christopher Dyer, Eleanor
Scott, Joan Gero & Glyn Coppack’, Cambridge Archaeological Journal 6. INST ARCH
PERS CAM
Richardson, A. 2003 ‘Corridors of power: a case study in access analysis from medieval
England’, Antiquity 77, 373-84. INST ARCH PERS ANT
Samson, R. 1990 ‘Introduction’ in R. Samson (ed), The Social Archaeology of Houses.
Edinburgh, 3-18. INST ARCH HC SAM
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. The nature of the
assignments and possible approaches to it will be discussed in class, in advance of the
submission deadline.
Word-length
Strict new regulations with regard to word-length were introduced UCL-wide with effect from
2013:
Penalties for Over-length Coursework
1) For work that exceeds the specified maximum length by less than10%, the mark will be
reduced by ten percentage marks; but the penalised mark will not be reduced below the pass
mark, assuming the work merited a pass.
2) For work that exceeds the specified maximum length by 10% or more, a mark of zero will
be recorded.
The following should not be included in the word-count: title page, contents pages, lists of
figures and tables, abstract, preface, acknowledgements, bibliography, captions and contents
of tables and figures, and appendices.
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Submission procedures (coversheets and Turnitin, including Class ID and password)
Students are required to submit hard copy of all coursework to the course co-ordinators
pigeon hole via the Red Essay Box at Reception by the appropriate deadline. The coursework
must be stapled to a completed coversheet (available from the web, from outside Room 411A
or from the library).
Students should put their Candidate Number on all coursework. This is a 5 digit alphanumeric
code and can be found on Portico: it is different from the Student Number/ ID. Please also put
the Candidate Number and course code on each page of the work.
It is also essential that students put their Candidate Number at the start of the title line on
Turnitin, followed by the short title of the coursework.. – eg YBPR6 Funerary practices
Please note the stringent UCL-wide penalties for late submission given below. Late
submission will be penalized in accordance with these regulations unless permission has been
granted and an Extension Request Form (ERF) completed.
Date-stamping will be via ‘Turnitin’ (see below), so in addition to submitting hard copy,
students must also submit their work to Turnitin by the midnight on the day of the deadline.
Students who encounter technical problems submitting their work to Turnitin should email
the nature of the problem to ioa-turnitin@ucl.ac.uk in advance of the deadline in order that
the Turnitin Advisers can notify the Course Co-ordinator that it may be appropriate to waive
the late submission penalty.
If there is any other unexpected crisis on the submission day, students should telephone or
(preferably) e-mail the Course Co-ordinator, and follow this up with a completed ERF
Please see the Coursework Guidelines on the IoA website (or your Degree Handbook) for
further details of penalties.
http://www.ucl.ac.uk/archaeology/administration/students/handbook/submission
Hard copy will no longer be date-stamped.
The Turnitin 'Class ID' is 594872 and the 'Class Enrolment Password' is IoA1314 Further
information is given on the IoA website.
http://www.ucl.ac.uk/archaeology/administration/students/handbook/turnitin
Turnitin advisers will be available to help you via email: ioa-turnitin@ucl.ac.uk if needed.
UCL-WIDE PENALTIES FOR LATE SUBMISSION OF COURSEWORK
UCL regulation 3.1.6 Late Submission of Coursework
Where coursework is not submitted by a published deadline, the following penalties will
apply:
i) A penalty of 5 percentage marks should be applied to coursework
submitted the calendar day after the deadline (calendar day 1).
ii) A penalty of 15 percentage marks should be applied to coursework submitted on calendar
day 2 after the deadline through to calendar day 7.
iii) A mark of zero should be recorded for coursework submitted on calendar day 8 after the
deadline through to the end of the second week of third term. Nevertheless, the assessment
will be considered to be complete provided the coursework contains material than can be
assessed.
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iv) Coursework submitted after the end of the second week of third term will not be marked
and the assessment will be incomplete.
vii) Where there are extenuating circumstances that have been recognised by the Board of
Examiners or its representative, these penalties will not apply until the agreed extension
period has been exceeded.
viii) In the case of coursework that is submitted late and is also over length, only the lateness
penalty will apply.
Timescale for return of marked coursework to students
You can expect to receive your marked work within four calendar weeks of the official
submission deadline. If you do not receive your work within this period, or a written
explanation from the marker, you should notify the IoA’s Academic Administrator, Judy
Medrington.
Keeping copies
Please note that it is an Institute requirement that you retain a copy (this can be electronic) of
all coursework submitted. When your marked essay is returned to you, you should return it to
the marker within two weeks.
Citing of sources
Coursework should be expressed in a student’s own words giving the exact source of any
ideas, information, diagrams etc. that are taken from the work of others. Any direct quotations
from the work of others must be indicated as such by being placed between inverted commas.
Plagiarism is regarded as a very serious irregularity which can carry very heavy
penalties. It is your responsibility to read and abide by the requirements for presentation,
referencing and avoidance of plagiarism to be found in the IoA ‘Coursework Guidelines’ on
the IoA website
http://www.ucl.ac.uk/archaeology/administration/students/handbook
There are strict penalties for plagiarism. Further details are available on the IoA website.
AVOIDING PLAGIARISM
The term “plagiarism” means presenting material (words, figures etc.) in a way that allows the
reader to believe that it is the work of the author he or she is reading, when it is in fact the
creation of another person.
In academic and other circles, plagiarism is regarded as theft of intellectual property.
UCL regulations, all detected plagiarism is to be penalized and noted on the student’s record,
irrespective of whether the plagiarism is committed knowingly or unintentionally. The whole
process of an allegation of plagiarism and its investigation is likely to cause considerable
personal embarrassment and to leave a very unpleasant memory in addition to the practical
consequences of the penalty. The penalties can be surprizingly severe and may include failing
a course or a whole degree. It is thus important to take deliberate steps to avoid any
inadvertent plagiarism.
Avoiding plagiarism should start at the stage of taking notes. In your notes, it should
be wholly clear what is taken directly from a source, what is a paraphrase of the content of a
source and what is your own synthesis or original thought. Make sure you include sources and
relevant page numbers in your notes.
When writing an essay any words and special meanings, any special phrases, any
clauses or sentences taken directly from a source must be enclosed in inverted commas and
followed by a reference to the source in brackets. It is not generally necessary to use direct
7
quotations except when comparing particular terms or phrases used by different authors.
Similarly, all figures and tables taken from sources must have their origin acknowledged in
the caption. Captions do not contribute to any maximum word lengths.
Paraphrased information taken from a source must be followed by a reference to the
source. If a paragraph contains information from several sources, it must be made clear what
information comes from where: a list of sources at the end of the paragraph is not sufficient.
Please cite sources of information fully, including page numbers where appropriate, in order
to avoid any risk of plagiarism: citations in the text do not contribute to any maximum word
count.
To guard further against inadvertent plagiarism, you may find it helpful to write a plan
of your coursework answer or essay and to write the coursework primarily on the basis of
your plan, only referring to sources or notes when you need to check something specific such
as a page number for a citation.
COLLUSION, except where required, is also an examination offence. While
discussing topics and questions with fellow students is one of the benefits of learning in a
university environment, you should always plan and write your coursework answers entirely
independently.
SCHEDULE AND SYLLABUS
Teaching schedule
Lectures will be held from 4pm to 6pm on Tuesdays, in room 612. A field visit will take place
in Week 9 at a date and time to be determined at the first class.
Syllabus (detailed lecture summaries and weekly readings)
The following is an outline for the course as a whole, and identifies essential and
supplementary readings relevant to each session. Information is provided as to where in the
UCL library system individual readings are available; their location and Teaching Collection
(TC) number, and status (whether out on loan) can also be accessed on the eUCLid computer
catalogue system. Readings marked with an * are considered essential to keep up with the
topics covered in the course. Copies of individual articles and chapters identified as essential
reading are in the Teaching Collection in the Institute Library (where permitted by copyright)
or are available online.
LECTURE SUMMARIES AND READING LISTS
This reading list is designed so that you can pinpoint reading material relevant to individual
lectures and seminars. Most of the books and articles listed will, however, contain material
relevant to a range of aspects of buildings archaeology. You should choose your reading
material for individual essay questions from this list, but you are strongly encouraged to seek
additional readings for your essays, especially from journals. A total reliance on secondary
sources (general works of synthesis) for written work is not sufficient to produce work of a
high standard. You will find that most of the books listed below have either extensive
references themselves or a ‘further reading’ section. You should follow up extra reading using
these sources and by consulting the Course Co-ordinator. Further reading relating to
individual topics and themes will be provided during the course. The basic texts listed on
page 2 of this handout form the essential reading for the course as a whole.
1. Andrew Reynolds: Introduction.
This session will begin by discussing the information and procedures presented in this Course
Handbook and explain the aims, objectives and organisation of the course. The majority of
8
the session will outline the range of structures encountered in buildings archaeology with a
particular focus on buildings materials and techniques and terminology
Braun, H. 1941 An Introduction to English Medieval Architecture. London.
ARCHITECTURE B 5:10 BRA
Brunskill, R. 1987 Illustrated Handbook of Vernacular Architecture. INST ARCH DAA 398
BRU
Brunskill, R. and Clifton-Taylor, A. 1977 English Brickwork. London: Ward Lock.
ARCHITECTURE DG 1 BRU
Davey, N. 1976 Building Stones of England and Wales. INST ARCH DAA 398 DAV
DeLaine, J. 1989 ‘Structural experimentation: the lintel, the corbel and tie in Western Roman
architecture’, World Archaeology 21, 407- INST ARCH PERS WOR
Oates, D. 1989 ‘Innovations in mud-brick: decorative and structural techniques in ancient
Mesopotamia’, World Archaeology 21, 338- INST ARCH PERS WOR
Parsons, D. 1990 Stone Quarrying and Building in England AD 43-1525. Chichester:
Phillimore. INST ARCH DAA 190 PAR
Platt, C. 1981 The Parish Churches of Medieval England. London: Secker and Warburg.
INST ARCH DAA 398 PLA
Stocks, D.A. 2003 ‘Immutable laws of friction: preparing and fitting stone blocks into the
Great Pyramid of Giza’, Antiquity 77, 572-8. INST ARCH PERS ANT
Taylor, M. and Pryor, F. 1989 ‘Bronze Age building techniques at Flag Fen, Peterborough,
England’, World Archaeology 21, 245- INST ARCH PERS WOR
2. Structural criticism: the art of recording and interpreting sequence (Andrew
Reynolds)
This class considers how archaeologists record structures in such a way that their field
drawings and written descriptions can be used for analytical purposes. Methods and
techniques for recording ground plans and elevations are outlined with reference to examples.
The session moves on to consider the principles of structural archaeology using a wide range
of case studies. A particular emphasis is placed on the dynamic nature of buildings as
archaeological sequences and how these might be understood.
Alcock, N.W., Barley, M.W., Dixon, P.W. and Meeson, R.A. 1996 Recording TimberFramed Buildings: An Illustrated Glossary. York: CBA. INST ARCH DAA 398 ALC
Brown, D. and Wilson, D. 1995 ‘Leominster Old Priory: Recording of Standing Buildings
and
Excavations 1979-80’, Archaeological Journal 151, 307-68. INST ARCH PERS ARC
Drury, P. and Rodwell, W. 1978 ‘Investigations at Asheldham, Essex. An Interim Report on
the
Church and the Historic Landscape’, Antiquaries Journal 58, 133-51. INST ARCH PERS
ANT
Morriss, R. 2000 The Archaeology of Buildings. Stroud and Charleston SC: Tempus.
Reynolds, A.J. 2003 ‘An archaeological survey of the vaults of Henry VII’s chapel’, in T.
Tatton-Brown and R. Mortimer (eds), Westminster Abbey: The Lady Chapel of Henry VII.
Woodbridge: Boydell, 205-14. ON ORDER
Rodwell, K. 1990 ‘A Structural Analysis of The Chantry, Bridport, Dorset’, Medieval
Archaeology 34, 122-43. INST ARCH PERS MED
Rodwell, W. 1989 Church Archaeology. London: Batsford. INST ARCH DAA 398 ROD
3. Dating buildings I: architectural style in masonry buildings (Andrew Reynolds)
9
Dating buildings traditionally relies on art-historical and architectural-historical methods,
both of which rely largely on the presence of decorative features in individual buildings. This
session explores these dating methods with reference to architectural style in England and
aims to provide a summary guide to changes over time from the Norman (Romanesque)
period up to the end of the middle ages and the Perpendicular style. Approaches to dating are
taken further by exploring building techniques, including stone cutting and laying, as a means
of dating.
Braun, H. 1941 An Introduction to English Medieval Architecture. London.
ARCHITECTURE B 5:10 BRA
Fletcher, B. 1896 (and many subsequent editions) A History of Architecture. London:
Batsford. INST ARCH KO FLE
Little, B. 1985 Architecture in Norman Britain. London: Batsford. ARCHITECTURE B 5:10
LIT
Taylor, H.M. and Taylor, J. 1965, 1983 Anglo-Saxon Architecture. Cambridge: Cambridge
University Press 3 vols. INST ARCH DAA 398 TAY
Webb, J. 1956 Architecture in Britain: The Middle Ages. ARCHITECTURE B 5:10 WEB
4. Dating buildings II: dendrochronology and archaeological science (Martin Bridge)
This session will explore some of the characteristics of timber-framed buildings and
geographical differences in style and type (e.g. English vs German traditions, and cruck vs
box-frame traditions). It will then discuss traditional dating methods based on the work of
Hewett and others and how this has been modified by the use of dendrochronology. Specialist
applications, such as the study of windmills and doors will then be discussed.
Hewett, C A. 1980 English Historic Carpentry, Phillimore, London and Chichester INST
ARCH KC HEW
Morriss, R. 2000 The Archaeology of Buildings. Stroud and Charleston SC: Tempus INST
ARCH MOR 10; INST ARCH DAA 398 MOR
Pearson, S. 1997 Tree-ring dating: a review, Vernacular Architecture, 28, 25-39 INST
ARCH PERS
Harris, R. 1978 Discovering Timber-Framed Buildings, Shire Publications Ltd INST ARCH
DAA 398 HAR
Roberts, E. 2003 Hampshire Houses 1250-1700, their dating and development, Hampshire
County Council (chapter 12) INST ARCH DAA 398 Qto ROB
For C14 dating of masonry buildings see:
Rech, J.A., Fischer, A.A., Edwards, D.R. and Timothy Jull, A.J. 2003 ‘Direct dating of plaster
and mortar using AMS Radiocarbon: a pilot project from Khirbet Qana, Israel’, Antiquity 77,
155-64. INST ARCH PERS ANT (online reading)
5. GIS and computing in buildings archaeology (Michael Shapland)
6. Conservation and ethics in buildings archaeology (Andrew Reynolds)
Historic buildings are one of the main visitor attractions as far as archaeological sites are
concerned. This session considers how buildings are presented and the ethical issues involved
in their restoration and presentation.
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Bristow, I. 1990 ‘The birth of a conservative approach to repair’, in J. Ashurst and F. G.
Dimes (eds), Conservation of building and decorative stone, volume I. Oxford: ButterworthHeinemann, 1-18. INST ARCH KP 1 ASH
Lasko, P. 1992 ‘The Principles of Restoration’, in D. Kahn (ed.), The Romanesque Frieze and
its Spectator. London: Harvey Miller, 143-162.
Pearson, S and Meeson R. 2001 Vernacular Buildings in a Changing World: Understanding,
Recording and Conservation. York: CBA Res. Rep. 126. INST ARCH DAA QTO COU 126
Price, C A, 2000. Following fashion: the ethics of archaeological conservation. In Cultural
Resource Management: Perspectives on Managing and Presenting the Past (eds
McManamon, F and Hatton, A). Routledge: London. 213-30. INST ARCH AG MCM
Sampson J, 1998. Introduction. In Wells Cathedral West Front. Stroud: Sutton Publishing.
1-9. INST ARCH KP 1 SAM
Wood, J. (ed.) 1994 Buildings Archaeology: Applications in Practice. Oxford: Oxbow
Books. INST ARCH LC WOO
7. The archaeology of the English parish church (Andrew Reynolds)
English parish churches are among the most dynamic historic buildings in terms of the fact
that many, if not most, have been continually altered since they were first built. Parish
churches have interesting social implications and, indeed, their physical fabric has been
described as a ‘social thermometer’ relating to the success and failure of the communities that
they served. This session uses a series of examples, employing the methods and techniques
covered in the first part of the course, to furnish students with the necessary skills to study,
record and interpret medieval churches.
Addyman, P. and Morris, R. 1976 The Archaeological Study of Churches. London: CBA Res.
Rep. 13. INST ARCH DAA QTO SERIES COU 13
Bell, R.D. 1987 St Martin’s Church, Wharram Percy. London: Society for Medieval
Archaeology Monograph 11. INST ARCH DAA 410 Y.6 SERIES WHA
Binski, P. 1996 Medieval Death: Ritual and Representation London: British Museum Press.
MAIN ART H 7 BIN
Blair, J. & Pyrah, C. (eds), Church Archaeology: Research Directions for the Future CBA
Res. Rep. 104. INST ARCH DAA QTO SERIES COU 104
Milne, G. 1997 St Bride’s Church, London. London: English Heritage. INST ARCH DAA
QTO MIL
Peters, C. 1996 ‘Interiors and furnishings’ in Blair, J. & Pyrah, C. (eds), Church Archaeology:
Research Directions for the Future CBA Res. Rep. 104, 68-73. INST ARCH DAA QTO
SERIES COU 104
Reynolds, A. 1993 ‘A Survey of the Parish Church of St Swithun at Compton Bassett,
Wiltshire’,
Wiltshire Archaeological and Natural History Magazine 86, 102-12. INST ARCH PERS WIL
Rodwell, W. 1989 Church Archaeology. London: Batsford. INST ARCH DAA 398 ROD
8. The Archaeology of Thatch (Alex Langlands)
Using locally sourced organic materials to construct a roof covering for a built structure is a
craft tradition that was (and still is in some parts of the world) widespread, prior to the
industrial period. An overwhelming majority of ancient low-status buildings would have been
thatched but so too were many buildings higher up the social order. ‘Thatching’ is a term that
can loosely be applied to a range of roofing styles, employing a wide variety of materials.
Drawing on examples from England, Scotland and Wales, this session will explore what the
study of existing thatched roofs can tell us of those of the past. We will investigate the extent
11
to which we might go about recognising thatch deposits in the archaeological record and
finally, we will look at what thatched roofs can tell us about the social and economic
background of the buildings upon which they sit and the people they would have sheltered.
Fearn, J. 1976 Thatch and Thatching. Princes Risborough: Shire Publications. STORE 9806508
Fenton, A. 1976 ‘Thatch and thatching in Scotland’ in Building Construction in Scotland –
Some Historical and Regional Aspects, Edinburgh: Scottish Vernacular Buildings Working
Group.
Hall, A R and Kenward, H, 2003 'Can we identify biological indicator groups for craft,
industry and other activities?' in P Murphy and P E Wiltshire (eds.) The environmental
archaeology of industry. Symposia Assoc Enviro Archaeol, 20, Oxford 114-30. INST ARCH
BB6 Qto MUR
Holden, T. 1998 The Archaeology of Scottish Thatch. Edinburgh. Historic Scotland Technical
Advice Note 13, (1998),
Innocent, C. F. 1916 The Development of English Building Construction. Cambridge:
Cambridge University Press. 188-222. INST ARCH DAA 398 INN; ARCHITECTURE AB2
INN
Letts, B. J. 1999 Smoke Blackened Thatch: A unique source of late medieval plant remains
from Southern England. London: English Heritage. INST ARCH BB5 Qto LET
Souness, J. 1991 ‘Heather Thatching in Scotland – further observations’, in Vernacular
Building 15, Edinburgh: Scottish Vernacular Buildings Working Group.
Walker, B, Macgregor, C & Stark, G. 1996 Thatch and Thatching Techniques: A guide to
conserving Scottish Thatching Traditions. Edinburgh: Historic Scotland Technical Advice
Note 4.
Wright, A. (1991) Craft Techniques for Traditional Buildings. London: Batsford. 119-126.
9. Study visit to the City of London (Andrew Reynolds)
The purpose of the study visit is to explore by practical examples a series of the topics
covered in the first half of the course (structural analysis, dating techniques, and building
materials) and to provide an introduction to the second series of lectures which is concerned
with the medieval period in Britain. Buildings to be visited include St Vedast, Foster Lane, St
Bride’s Fleet Street and the London Guildhall.
Barron, C. 1974 The Medieval Guildhall of London. London: Corporation of London. MAIN
LONDON HISTORY QTO 31.300 BAR
Milne, G. and Reynolds, A.J. 1993 'St Vedast church rediscovered', London Archaeologist
7:3, 67-72. INST ARCH PERS LON
Milne, G. and Reynolds, A.J.1994 'The medieval Lady Chapel at St Bride's Church', London
Archaeologist 7:6, 143-149. INST ARCH PERS LON
Milne, G. and Reynolds, A.J. 1997 'The Archaeology of St Bride's Church', in G. Milne, St
Bride's Church, London: Archaeological Research 1952-60 and 1992-95. English Heritage
Archaeological Report 11, 19-49. INST ARCH DAA 416 QTO MIL
10. Working in buildings archaeology and course review (Andrew Reynolds)
This session considers the range of employment opportunities in buildings archaeology and
provides students with an opportunity to discuss all aspects of the course and how it might be
improved based on the course questionnaires handed out at session 8.
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ONLINE RESOURCES
The full UCL Institute of Archaeology coursework guidelines are given here:
http://www.ucl.ac.uk/archaeology/administration/students/handbook
The full text of this handbook is available here (includes clickable links to Moodle and online
reading lists if applicable) http://www.ucl.ac.uk/archaeology/administration/staff/handbook
Moodle
The moodle access code is ARCL3038. Please contact Charlotte Frearson in room G4
(c.frearson@ucl.ac.uk) for advice.
ADDITIONAL INFORMATION
Libraries and other resources
In addition to the section of the UCL Library housed on the fifth floor of the Institute of
Archaeology, other sections have holdings of particular reference to this course, most notably
the library of the Bartlett School of Architecture. The principal library outside of UCL which
has relevant holdings is the University of London Library in Senate House. All UCL students
may register to use and borrow from the ULL at no charge.
Attendance
A register will be taken at each class. If you are unable to attend a class, please notify the
lecturer by email. Departments are required to report each student’s attendance to UCL
Registry at frequent intervals throughout each term. Students are expected to attend at least
70% of classes.
Information for intercollegiate and interdepartmental students
Students enrolled in Departments outside the Institute should collect hard copy of the
Institute’s coursework guidelines from Judy Medrington’s office (411A).
Dyslexia
If you have dyslexia or any other disability, please make your lecturers aware of this. Please
discuss with your lecturers whether there is any way in which they can help you. Students
with dyslexia are reminded to indicate this on each piece of coursework.
Feedback
In trying to make this course as effective as possible, we welcome feedback from students
during the course of the year. All students are asked to give their views on the course in an
anonymous questionnaire which will be circulated at one of the last sessions of the course.
These questionnaires are taken seriously and help the Course Co-ordinator to develop the
course. The summarised responses are considered by the Institute's Staff-Student Consultative
Committee, Teaching Committee, and by the Faculty Teaching Committee.
If students are concerned about any aspect of this course we hope they will feel able to talk to
the Course Co-ordinator, but if they feel this is not appropriate, they should consult their
Personal Tutor, the Academic Administrator (Judy Medrington), or the Chair of Teaching
Committee (Dr Karen Wright).
HOW TO UPLOAD YOUR WORK TO TURNITIN
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Note that Turnitin uses the term ‘class’ for what we normally call a ‘course’.
1.
Ensure that your essay or other item of coursework has been saved properly, and that
you have the Class ID for the course (available from the course handbook) and
enrolment password (this is IoA1314 for all courses this session - note that this is
capital letter I, lower case letter o, upper case A, followed by the current academic
year)
2.
Click on http://www.submit.ac.uk (NB not www.turnitin.com, which is the US site) or
copy this URL into your favourite web browser
3.
Click on ‘Create account’
4.
Select your category as ‘Student’
5.
Create an account using your UCL email address. Note that you will be asked to
specify a new password for your account - do not use your UCL password or the
enrolment password, but invent one of your own (Turnitin will permanently associate
this with your account, so you will not have to change it every 3 months, unlike your
UCL password). In addition, you will be asked for a “Class ID” and a “Class
enrollment password” (see point 1 above).
6.
Once you have created an account you can just log in at http://www.submit.ac.uk and
enrol for your other classes without going through the new user process again. Simply
click on ‘Enroll in a class’. Make sure you have all the relevant “class IDs” at hand.
7.
Click on the course to which you wish to submit your work.
8.
Click on the correct assignment (e.g. Essay 1).
9.
Double-check that you are in the correct course and assignment and then click ‘Submit’
10.
Attach document as a “Single file upload”
11.
Enter your name (the examiner will not be able to see this)
12.
Fill in the “Submission title” field with the right details: It is essential that the first
word in the title is your examination candidate number (e.g. YGBR8 In what sense
can culture be said to evolve?), and not your name.
13.
Click “Upload”. When the upload is finished, you will be able to see a text-only version
of your submission.
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Click on “Submit”
If you have problems, please email the Turnitin Advisers on ioa-turnitin@ucl.ac.uk,
explaining the nature of the problem and the exact course and assignment involved.
One of the Turnitin Advisers will normally respond within 24 hours, Monday-Friday during
term. Please be sure to email the Turnitin Advisers if technical problems prevent you from
uploading work in time to meet a submission deadline - even if you do not obtain an
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immediate response from one of the Advisers they will be able to notify the relevant Course
Co-ordinator that you attempted to submit the work before the deadline.
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