Although both Near Eastern and Mediterranean Archaeology are often considered to be backward, in terms of field practices they are at the forefront of many innovations in the ways that archaeological knowledge is created through fieldwork, whether in excavations or in surveys. One reason for this is the fact that research remains central to many projects in these Mediterranean and the Near East, in contrast to the rescue archaeology that dominates much of European archaeology. Further, projects in the Mediterranean and the Near East are bringing together an ever increasing number of specialists and using more and more sophisticated techniques, as well as paying more attention to cultural heritage anagement. In this course we will look in detail at a number of innovative projects, such as ?talh?, the Boeotia Survey, and the various Deir Alla derived projects, incl. Settling the Steppe, Iron Track (CAAS). Also innovative methodologies, such as sampling for DNA studies and micromorphology. It will be considered to what degree such projects and techniques will set the course for future field practices across Near Eastern and Mediterranean archaeology.
Admission requirements
Basic knowledge, with practise, of field methods.
Learning objectives
*Is able to critically evaluate some of the new research techniques and approaches that have been introduced into archaeological field practice in the Near East and the Mediterranean over the last decades, and to assess which of these will become central to archaeological field work in the future. *Is able to voice one’s own argued opinion on this evaluation in the discussions with colleagues, in a presentation and in a essay; *Is able to critically assess the different presentations; *Is able to write an analytical essay on this subject, making use of the main issues that came up in the ensuing discussion.
Method of instruction
This seminar will start with a number of general introductions by the lecturers, and subsequently the student will present a series of case studies (which are chosen from a list provided by the lecturers). These presentations will be critically discussed by seminar participants. Subsequently the participants will write up their presentations and address the main issues that came up in the ensuing discussion in an essay of between 5000 and 7000 words in length. These essays should be written in proficient English, and should be handed in on time.
Examination
The assessment will be based on: the quality of the presentation given in the course; the participation in class discussions, in which the student participates in a critical and argumentative manner; and the quality of the essay which follows up on the presentation.
Required reading
-Hodder, I. ed. 2000. Towards Reflexive Method in Archaeology: The Example at Çatalhöyük. Cambridge: McDonald Institute.
-Bintliff, J. L., and P. Howard 2004. “A radical rethink on approaches to surface survey and the rural landscape of Central Greece in Roman times.” in Kolb, F. (ed.), Chora und Poli, 43-78. München: R. Oldenbourg Verlag. – texts related to the Deir Alla derived projects, and other literature will be announced later.