Applied Maritime Archaeology

Module overview

This fifteen credit module will introduce you to the theoretical, ethical, logistic, technical and legislative issues that have to be addressed if the theory and practice of archaeology are to be successfully applied in the investigation of sites underwater and/or in the coastal zone. Case studies will be used to demonstrate the logistical aspects of archaeological strategy, as well as the equipment and techniques necessary for search, survey, excavation and recording underwater and/or in the inter-tidal/coastal zone. The course includes practical sessions on survey and site recording. Non divers can participate on an equal footing to divers through alternative or associated activities related to recording and project supervision. This module is designed to underpin practical training and fieldwork, thereby complementing the more thematic approach explored in the first Semester Core Unit: ‘Maritime Aspects of Culture’. Assessment involves completing a portfolio of work that reflects the current requirements of applied maritime archaeology work in a professional context.

Aims and Objectives

Learning Outcomes

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

the organisational, logistic and managerial processes necessary to ensure successful fieldwork
how to undertake post- fieldwork data processing, including object recording
detailed specific case studies.
the ethical frameworks within which responsible maritime archaeological fieldwork is carried out
the strategies, procedures and techniques of excavation and recording in the intertidal zone and underwater

Subject Specific Practical Skills

Having successfully completed this module you will be able to:

Identify appropriate methodologies matched to site type, materials and condition
Evaluate a maritime site and design a survey strategy
Undertake independent research in the above areas in the execution of a field survey
Produce plans and other forms of output with the data from the above techniques
Apply a variety of survey methods including data collection and processing

Transferable and Generic Skills

Having successfully completed this module you will be able to:

Plan, design and implement data collection and presentation.
Evaluate different research strategies
Learn and apply new practical and theoretical skills
Produce academic/commercial standard reports and presentations

Learning and Teaching

Teaching and learning methods

Teaching methods include: •Lectures •Practical workshops •Student presentations •Discussion seminars •Fieldtrips/Fieldwork Learning methods include: •Directed learning through lectures/seminars •Guided practical instruction •Independent practical survey work •Use of online resources •Use of library resources

Study time
Type	Hours
Practical classes and workshops	26
Demonstration	30
Preparation for scheduled sessions	10
Completion of assessment task	60
Lecture	24
Total study time	150

Resources & Reading list

Internet Resources

Historic England. Management of Research Projects in the Historic Environment: The MoRPHE Project Managers' Guide..

Journal Articles

Singh, H., Adams, J., Mindell, D. & Foley, B. (2000). Imaging Underwater for Archaeology. Journal of Field Archaeology, 27(3), pp. 319-328.

Tomalin, D., Simpson, P. & Bingeman, J. M. (2000). Excavation versus sustainability in situ: a conclusion on 25 years of archaeological investigations at Goose Rock, a designated historic wreck-site at the Needles, Isle of Wight, England. IJNA, 29(1), pp. 3--42.

Adams, J. (2002). Excavation methods under water. Encyclopaedia of Historical Archaeology, pp. 192-196.

Firth, A (1993). The Management of Archaeology Underwater. Archaeological resource management in the UK: An Introduction.

Foley, B., Adams, J., Piechota, D., Giangrande, C. (2000). The Discoveries of ancient history in the deep sea using advanced deep submergence technology. Deep-Sea Research, 1, pp. 1591-1620.

Ferrari, B. & Adams, J. (1990). Biogenic modification of marine sediments and their influence on archaeological material. IJNA, 19(2), pp. 139-151.

Bingham, B., Mindell, D., Wilcox, T & A. Bowen (2006). Integrating precision relative positioning into JASON/MEDEA ROV operations. Marine Technology Society (MTS) Journal, 40(1), pp. 87-96.

Textbooks

Bowens, A. (ed.) (2008). Underwater Archaeology: The NAS Guide to Principles and Practice. Oxford: Blackwell.

Joint Nautical Archaeology Policy Committee (1993). Still at Sea.

Adams, J. (2013). A Maritime Archaeology of Ships. Innovation and Social Change in Medieval and Early Modern Europe. Oxford: Oxbow Books.

Joint Nautical Archaeology Policy Committee (1998). Code of Practice for Seabed Developers.. int Nautical Archaeology Policy Committee/RCHME.

Ransley, J., Sturt, F., Dix, J.K., Adams, J. & Blue, L. (2013). People and the Sea. A Maritime Archaeological Research Agenda for England. York: English Heritage/Council for British Archaeology.

Green, J. (2009). Maritime Archaeology, a Technical Handbook. London: Academic Press.

Joint Nautical Archaeology Policy Committee (1989). Heritage at Sea: Proposals for the Better Protection of Archaeological Sites Underwater. London: JNAPC/National Maritime Museum.

Muckelroy, K (1978). Maritime Archaeology. Cambridge: Cambridge University Press.

Assessment

Assessment strategy

Informal feedback will provided throughout the module via lectures, practicals, seminars, workshops and tutor supervision. Detailed and constructive written feedback will be given for all assignments submitted. The module assessment revolves around the application of maritime archaeological thinking and techniques, to real-world situations. Students will complete a group survey project and write up independent reports.

Summative

This is how we’ll formally assess what you have learned in this module.

Breakdown
Method	Percentage contribution
Group presentation	40%
Report	60%

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Breakdown
Method	Percentage contribution
Report	60%
Presentation (Case study)	40%

Repeat

An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.

Breakdown
Method	Percentage contribution
Presentation (Case study)	40%
Report	60%

Repeat Information

Repeat type: Internal & External