Module overview
Aims and Objectives
Learning Outcomes
Cognitive Skills
Having successfully completed this module you will be able to:
- present information clearly and concisely
- critique zooarchaeological data and interpretations derived from it
- demonstrate command of literature and critical thinking
- evaluate results of zooarchaeological analyses and studies
- observe and visually identify mammalian, avian and fish bones
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- select appropriate means for recording and analysing data
- evaluate and critique arguments and material
- write clear and concise reports
Subject Specific Practical Skills
Having successfully completed this module you will be able to:
- recognise the principal modifications to bone by humans and other agencies
- integrate theoretical issues and archaeological questions with empirical zooarchaeological data
- write zooarchaeological reports suitable for publication
- pose and tackle archaeological questions using zooarchaeological data
- identify skeletal elements of the main European domestic animals and key wild species
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- the use of animal bone remains as a resource for studying aspects of diet, hunting strategies, use and management of the main domestic animals, and socio-economic status.
- The mammalian, avian and fish skeletons
- varying approaches to the analysis of animal bone remains
Syllabus
Learning and Teaching
Teaching and learning methods
| Type | Hours |
|---|---|
| Wider reading or practice | 50 |
| Seminar | 4 |
| Lecture | 12 |
| Practical classes and workshops | 32 |
| Completion of assessment task | 52 |
| Total study time | 150 |
Resources & Reading list
Textbooks
Baker, J. and Brothwell, D. (1980). Animal Diseases in Archaeology. London: Academic Press.
Davis S. J. M. (1987). The Archaeology of Animals. London: Batsford.
Serjeantson, D. (2009). Birds. Cambridge: Cambridge Univ. Press.
O’Connor, T.P. (2003). The Analysis of Urban Animal Bone Assemblages. Council for British archaeology.
Wheeler, A. and A. K. G. Jones (1989). Fishes. Cambridge: Cambridge University Press.
Brain, C. K (1981). Hunters or the Hunted? An introduction to African cave taphonomy. Chicago: Chicago University Press.
Driesch A. von den (1976). A guide to the measurement of animal bones from archaeological sites. Peabody Museum Bulletin 1, Harvard.
O'Connor, T.P (2000). The archaeology of animal bones. Gloucester: Sutton.
O'Connor, T.P (2000). The archaeology of animal bones. Gloucester: Sutton.
Lyman, R. L. (1994). Vertebrate taphonomy. Cambridge: Cambridge University Press.
Wilson, B., C. Grigson and S. Payne (Eds.) (1982). Ageing and Sexing Animal Bones from Archaeological Sites. Oxford: BAR.
Reitz, E. J. and E. S. Wing (2008). Zooarchaeology. Cambridge: Cambridge University Press.
Binford L. R. (1981). Bones : Ancient Men and Modern Myths. New York: Academic Press.
Assessment
Assessment strategy
Bones test = For each quiz, students will be asked to identify 12-15 animal bone specimens; they will have 1.5 mins per specimen and will be required to identify skeletal element, taxonomic species, side of the body, proximal and distal epiphyseal fusion and – in quizzes carried out after learning the topic – any taphonomical modifications. Quizzes will be carried out in the Mammal Osteology laboratory Bone Report = Each students will write a report on a faunal assemblage that he/she - together with other students - has worked on during practical sessions and during independent work sessions. This report will require handling of data, selection of appropriate methods to analyse it, knowledge of theoretical issues and critical thinking. Word limit: 1500 words. This written assignment comprises 40% of the module mark, and is used to assess the understanding of the main methodological and theoretical issues in the study of faunal remains, as well as the ability to present issues clearly and concisely. Portfolio = Students will collect, organise and present items that will help them in the identification, ageing, sexing and recording of zooarchaeological remains; these should include images (e.g. annotated photos / drawings), notes, tables, etc).Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Bone tests | 50% |
| Report | 50% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Essay | 100% |
Repeat Information
Repeat type: Internal & External