SlideShare una empresa de Scribd logo
1 de 31
Descargar para leer sin conexión
Urban Archaeology
Session 5
Archaeologists &
Textual Sources
Flickr Commons, Swedish Heritage Board
Archaeologists’ use of texts
• Texts began to be collected as early as Sung
Dynasty (920-1279)
• C15th - in Europe, Roman and Greek inscriptions
collected
• C16th - we begin to collect post-Classical text
• C17th - interest in runics in Sweden and Denmark
• C17th - non-European texts
(Maya, cuneiform, hieroglyphs) collected (but not
deciphered)
– Based on Andren, 1998.
What can texts tell us?
• Historical records from literate societies can
answer questions about social organisation.
• Different societies used writing for different
functions/purposes.
– E.g. in Mycenean Greece nearly all clay tablets from
c.1200BC are for recording of commercial transactions
in the palaces.
• One of the most important written sources for
archaeologists are: COINS.
– Based on Renfrew & Bahn, 2001.
Next Few Slides
• Material Culture Studies
• Object-Centred Approach
• Descriptive Criteria
• Categorisation/Grouping
• Danger of Categorisation/Grouping
• Object-Driven Approach
• Objects with Text
• Archaeology as Text
Material Culture Studies
• Archaeologists use (amongst other
approaches) material culture studies (MCS)
• MCS began in the late C19th
• MCS uses ‘object biography’ and ‘life cycles’ of
objects
– WARNING: MCS can be said to be
functionalist, ignoring the importance of things
such as intercultural dynamics, with a preference
for aesthetic models . A problem addressed by
Gell’s work on social agency (1998).
Flickr Commons, Cornell University Library
Textual Source as Object:
Object-Centred Approach
• Begin with the descriptive criteria:
– How was the object made, and what materials was it
made with?
– What is the object’s
shape, size, texture, weight, colour?
– What is the object’s design or style?
– When was the object made and for what purpose?
“everything is made from something… there are
reasons for using particular materials in a thing”
(Friedel, 1993: 41–50).
Why Describe an Object?
• Then, using the descriptive criteria, objects
can be put into categories/groups or
attributed to individuals/movements.
• But the description is not enough. We need to
move from the description to thinking about
the broader context.
On the Danger of Grouping
Material Culture
• Ian Hodder looked at female ear decorations
of different tribes in Lake Baringo, Kenya
(1982).
– How material culture as personal decoration
was used to express differences between
tribes.
• Other material culture from these tribes
(pots, tools, etc.) did not show these
patterns of differences.
• If we’d used pots instead of ear decorations,
our understanding of the ‘social units’
formed by groups of ‘culture’ (in our instance
pots), would not have shown tribal
distinctiveness.
• Conclusion: We can’t use material culture to
reconstruct supposed ‘groups’.
Object-Driven Approach
• How objects relate to the peoples and cultures
that make and use them.
• Contextualisation and function are important.
• An object’s meaning can change over time and
place.
• Object is not passive. They have an active role
and create meaning. An object can have
power/authority.
Objects with text
• Text provides COGNITIVE information.
Information about how societies saw themselves
and saw the world.
• But there is always BIAS:
– BIAS from accident of preservation
– BIAS from uses of literacy in a society
– BIAS from perspective
• When we use historical records WITH material
remains, we must ensure that “questions are
carefully formulated and the vocabulary is well
defined” (Renfrew & Bahn, 2001: 186)
Archaeology as Text
• Tilley looked at Swedish Rock Art (1991, 1994)
• This is post-processual archaeology
• To regard the archaeological record as a text
composed of meaningful signs:
– “all material symbols require a contextual
interpretation because their meanings are a
function of the specific associations they evoke in
a culture and of the actual ways they are
combined with other symbols and behaviour.”
(Patrik, 1985)
Rock Art with Elks
Rock art at Nämforsen called Lillforshällan, c.4000 BC. Image credit: Mark
Sapwell
What Tilley Did
• Tilley took a mass of carvings, and carried out analysis.
• Assemblages of carvings, made up of text with grammar.
• He found motifs (elks and boats) and used:
1. Structural logic – i.e. boats and elks are linked, implying there is
a binary class system
2. Hermeneutics of meaning, where ethno-historical perspectives
are considered. i.e. anthropological studies of Saami drums,
Siberian Evenk Shamanism and cosmology.
3. Analytics of power, where social complexity, exchange,
ethnicity, domination and the body are considered.
• Does not result in a unified interpretation. Reader as a
participant.
• Incorporates a variety of perspectives into the
interpretation.
Next Few Slides
• Interpreting Sources
• 5 Ws Approach:
What, Where, When, Who, Why?
• Approach for Primary Sources
• Approach for Primary and Secondary Sources:
– SCIM-C:
Summarising, Contextualising, Inferring, Monitorin
g, Corroborating
Flickr Commons, National Galleries of Scotland
Interpreting Sources
• There are many different approaches to
interpreting a historical source.
• Generally all approaches use a combination
of:
– What
– Where
– When
– Who
– Why
What?
• What am I looking at?
– Initial visual observation of object.
Where?
• Where was this photograph taken?
• Where was this coin found?
When?
• When is the object from?
– Once you have a date, think about the context.
– What happened before/on/after this date?
– Place the object on a timeline.
Who?
• Who is depicted in this photo?
• Who used this tool?
• (This is where some archaeologists try to place
themselves in the ‘shoes’ of the
person/people they have identified.)
Why?
• Why has this glass bottle survived?
• Why was this photograph taken?
• Why was this tool made?
• Why was this letter written?
For Primary Sources
1. Place the source in its historical context
2. Classify the source
3. Understand the source
4. Evaluate the source as a source of historical
information
– Based on Koeller, 1995.
Flickr Commons, Cornell University Library
1. Place the source in its historical
context
• Who wrote the source and what do you know
about the author/s?
• Where was the source written?
• When was the source written?
• Why was the source written?
• What is the intended audience of the source?
• What do you know about this audience?
2. Classify the source
• What kind of work is the source?
• What was the purpose of the source?
• What are the conventions/traditions
governing this source?
• What are the
legal/political/religious/philosophical
traditions within which the source is based?
3. Understand the source
• What are the key words in the source ?
• What do the key words in the source mean?
• What point is the author trying to make? This is a summary of the
writing.
• What evidence is the author using to support the writing?
• What assumptions underlying the argument?
• What values does the writing reflect?
• What problems are addressed by the writing?
• What is the historical situation of the source, and do those
problems reflect that situation?
• What action does the author expect as a result of this work? Who is
to take this action? How does the source motivate that action?
4. Evaluate the source as a source
of historical information
• How typical is the source for the period?
• How widely was the source circulated?
• If identifiable, what
problems, assumptions, arguments, ideas and
values does the source share with other
sources from the period?
• What other evidence corroborates these
conclusions?
SCIM-C Approach for Primary and
Secondary Sources
• Summarising
• Contextualising
• Inferring
• Monitoring
• Corroborating
– Based on Doolittle, Hicks, Ewing, 2005.
Flickr Commons, National Archives UK
Summarising a Source
• What type of historical document is the
source?
• What specific information, details and/or
perspectives does the source provide?
• What is the subject and/or purpose of the
source?
• Who was the author and/or audience of the
source?
Contextualising a Source
• When and where was the source produced?
• Why was the source produced?
• What was happening within the immediate
and broader context at the time the source
was produced?
• What summarizing information can place the
source in time and place?
Inferring from a Source
• What is suggested by the source?
• What interpretations may be drawn from the
source?
• What perspectives or points of view are
indicated in the source?
• What inferences may be drawn from absences
or omissions in the source?
Monitoring a Source
• What additional evidence beyond the source is
necessary to answer the historical question?
• What ideas, images, or terms need further
defining from the source?
• How useful or significant is the source for its
intended purpose in answering the historical
question?
• What questions from the previous stages need to
be revisited in order to analyze the source
satisfactorily?
Corroborating Multiple Sources
• What similarities and differences between the
sources exist?
• What factors could account for these
similarities and differences?
• What conclusions can be drawn from the
accumulated interpretations?
• What additional information or sources are
necessary to answer more fully the guiding
historical question?

Más contenido relacionado

La actualidad más candente

V2 history sources and archaeology primary & secondary sources
V2 history sources and archaeology primary & secondary sourcesV2 history sources and archaeology primary & secondary sources
V2 history sources and archaeology primary & secondary sourcesMsCCostello
 
Historians power point year 7
Historians power point   year 7Historians power point   year 7
Historians power point year 7Alex Thompson
 
A manual for a small archives
A manual for a small archivesA manual for a small archives
A manual for a small archivesCandy Husmillo
 
1 intro to global
1  intro to global1  intro to global
1 intro to globalmvastola
 
Reconstruct the past
Reconstruct the pastReconstruct the past
Reconstruct the pastdonaldleo
 
Introduction to arrangement and description (feb 4&5, 2012)
Introduction to arrangement and description (feb 4&5, 2012)Introduction to arrangement and description (feb 4&5, 2012)
Introduction to arrangement and description (feb 4&5, 2012)Amanda Hill
 
Sources and importance of history
Sources and importance of historySources and importance of history
Sources and importance of historynicksonhassan
 
Hist2 0 history-b
Hist2   0 history-bHist2   0 history-b
Hist2 0 history-bYvan Gumbao
 
Lesson i an introduction to history
Lesson i   an introduction to historyLesson i   an introduction to history
Lesson i an introduction to historymarygracepronquillo
 
Old v/s Historic: What is Historic Anyway?
Old v/s Historic: What is Historic Anyway?Old v/s Historic: What is Historic Anyway?
Old v/s Historic: What is Historic Anyway?Melissa Wyllie
 
The beginnings of human society, global 9th 2014 15
The beginnings of human society, global 9th 2014 15The beginnings of human society, global 9th 2014 15
The beginnings of human society, global 9th 2014 15nissangoldberg
 
Getting your hands on archival gold
Getting your hands on archival goldGetting your hands on archival gold
Getting your hands on archival goldAmanda Hill
 
Sources of History- Readings in the Philippine History
Sources of History- Readings in the Philippine HistorySources of History- Readings in the Philippine History
Sources of History- Readings in the Philippine HistoryRomalieGalleto
 
Readings in Philippine History Chapter 1: Meaning and relevance of history
Readings in Philippine History Chapter 1: Meaning and relevance of historyReadings in Philippine History Chapter 1: Meaning and relevance of history
Readings in Philippine History Chapter 1: Meaning and relevance of historyYosef Eric C. Hipolito, BA, LPT
 
Primary source of information
Primary source of informationPrimary source of information
Primary source of informationmurakamikar
 
Primary source of information
Primary source of informationPrimary source of information
Primary source of informationmurakamikar
 

La actualidad más candente (20)

V2 history sources and archaeology primary & secondary sources
V2 history sources and archaeology primary & secondary sourcesV2 history sources and archaeology primary & secondary sources
V2 history sources and archaeology primary & secondary sources
 
Historians power point year 7
Historians power point   year 7Historians power point   year 7
Historians power point year 7
 
A manual for a small archives
A manual for a small archivesA manual for a small archives
A manual for a small archives
 
1 intro to global
1  intro to global1  intro to global
1 intro to global
 
Reconstruct the past
Reconstruct the pastReconstruct the past
Reconstruct the past
 
Introduction to arrangement and description (feb 4&5, 2012)
Introduction to arrangement and description (feb 4&5, 2012)Introduction to arrangement and description (feb 4&5, 2012)
Introduction to arrangement and description (feb 4&5, 2012)
 
Sources and importance of history
Sources and importance of historySources and importance of history
Sources and importance of history
 
The Sources of History
The Sources of HistoryThe Sources of History
The Sources of History
 
Medieval times
Medieval timesMedieval times
Medieval times
 
Hist2 0 history-b
Hist2   0 history-bHist2   0 history-b
Hist2 0 history-b
 
Lesson i an introduction to history
Lesson i   an introduction to historyLesson i   an introduction to history
Lesson i an introduction to history
 
Old v/s Historic: What is Historic Anyway?
Old v/s Historic: What is Historic Anyway?Old v/s Historic: What is Historic Anyway?
Old v/s Historic: What is Historic Anyway?
 
Introduction :D (History)
Introduction :D (History)Introduction :D (History)
Introduction :D (History)
 
The beginnings of human society, global 9th 2014 15
The beginnings of human society, global 9th 2014 15The beginnings of human society, global 9th 2014 15
The beginnings of human society, global 9th 2014 15
 
Getting your hands on archival gold
Getting your hands on archival goldGetting your hands on archival gold
Getting your hands on archival gold
 
Sources of History- Readings in the Philippine History
Sources of History- Readings in the Philippine HistorySources of History- Readings in the Philippine History
Sources of History- Readings in the Philippine History
 
Readings in Philippine History Chapter 1: Meaning and relevance of history
Readings in Philippine History Chapter 1: Meaning and relevance of historyReadings in Philippine History Chapter 1: Meaning and relevance of history
Readings in Philippine History Chapter 1: Meaning and relevance of history
 
Primary source of information
Primary source of informationPrimary source of information
Primary source of information
 
Primary source of information
Primary source of informationPrimary source of information
Primary source of information
 
C1 - What Is History
C1 - What Is HistoryC1 - What Is History
C1 - What Is History
 

Similar a Urban Archaeology Session 5: Archaeologists and Text

What is history intro to ap
What is history intro to ap What is history intro to ap
What is history intro to ap Jonah Howard
 
Defining History and Its Importance.
Defining History and Its Importance.Defining History and Its Importance.
Defining History and Its Importance.Snethemba Buthelezi
 
Culture, norms and values 1
Culture, norms and values 1Culture, norms and values 1
Culture, norms and values 1fatima d
 
Australian Curriculum History - how to deal with the overviews
Australian Curriculum History - how to deal with the overviewsAustralian Curriculum History - how to deal with the overviews
Australian Curriculum History - how to deal with the overviewsAnnabel Astbury
 
1 Islamic Art History Guideline The 4-part analys
 1 Islamic Art History Guideline The 4-part analys 1 Islamic Art History Guideline The 4-part analys
1 Islamic Art History Guideline The 4-part analysMargaritoWhitt221
 
Reading in Philippine History.pptx
Reading in Philippine History.pptxReading in Philippine History.pptx
Reading in Philippine History.pptxHernanDeGuzman1
 
07. historical method
07. historical method07. historical method
07. historical methodJustin Morris
 
Maurizio Tosi - What is Archaeology
Maurizio Tosi - What is ArchaeologyMaurizio Tosi - What is Archaeology
Maurizio Tosi - What is ArchaeologyAssociazione Minerva
 
COMPLETE GUIDE ON HOW TO WRITE A DEFINITION ESSAY ON MATERIAL CULTURE
COMPLETE GUIDE ON HOW TO WRITE A DEFINITION ESSAY ON MATERIAL CULTURECOMPLETE GUIDE ON HOW TO WRITE A DEFINITION ESSAY ON MATERIAL CULTURE
COMPLETE GUIDE ON HOW TO WRITE A DEFINITION ESSAY ON MATERIAL CULTURELauren Bradshaw
 
Anthro. PPT-NEW.pptx
Anthro.  PPT-NEW.pptxAnthro.  PPT-NEW.pptx
Anthro. PPT-NEW.pptxamehaasefa
 
Literary Appreciation.pptx
Literary Appreciation.pptxLiterary Appreciation.pptx
Literary Appreciation.pptxWardahNuurJannah
 
4_5825656793769971825.pptx
4_5825656793769971825.pptx4_5825656793769971825.pptx
4_5825656793769971825.pptxWakjiraTesfaye
 
History2.pdf
History2.pdfHistory2.pdf
History2.pdfkaleab24
 
History of of Ethiopia and the Horn (Hist.1012)
History of of Ethiopia and the Horn (Hist.1012)History of of Ethiopia and the Horn (Hist.1012)
History of of Ethiopia and the Horn (Hist.1012)semahegngashaw
 
INT-244 Topic 1a Introduction to Studying Religions.
INT-244 Topic 1a Introduction to Studying Religions.INT-244 Topic 1a Introduction to Studying Religions.
INT-244 Topic 1a Introduction to Studying Religions.S Meyer
 
Methods of Historical Inquiry
Methods of Historical InquiryMethods of Historical Inquiry
Methods of Historical InquiryEdward Rogers
 

Similar a Urban Archaeology Session 5: Archaeologists and Text (20)

What is history intro to ap
What is history intro to ap What is history intro to ap
What is history intro to ap
 
What is History?
What is History?What is History?
What is History?
 
Defining History and Its Importance.
Defining History and Its Importance.Defining History and Its Importance.
Defining History and Its Importance.
 
Culture, norms and values 1
Culture, norms and values 1Culture, norms and values 1
Culture, norms and values 1
 
Australian Curriculum History - how to deal with the overviews
Australian Curriculum History - how to deal with the overviewsAustralian Curriculum History - how to deal with the overviews
Australian Curriculum History - how to deal with the overviews
 
1 Islamic Art History Guideline The 4-part analys
 1 Islamic Art History Guideline The 4-part analys 1 Islamic Art History Guideline The 4-part analys
1 Islamic Art History Guideline The 4-part analys
 
Reading in Philippine History.pptx
Reading in Philippine History.pptxReading in Philippine History.pptx
Reading in Philippine History.pptx
 
07. historical method
07. historical method07. historical method
07. historical method
 
ETHNOGRAPHY III: Theory & Reflexive Ethnography
ETHNOGRAPHY III: Theory & Reflexive EthnographyETHNOGRAPHY III: Theory & Reflexive Ethnography
ETHNOGRAPHY III: Theory & Reflexive Ethnography
 
Maurizio Tosi - What is Archaeology
Maurizio Tosi - What is ArchaeologyMaurizio Tosi - What is Archaeology
Maurizio Tosi - What is Archaeology
 
COMPLETE GUIDE ON HOW TO WRITE A DEFINITION ESSAY ON MATERIAL CULTURE
COMPLETE GUIDE ON HOW TO WRITE A DEFINITION ESSAY ON MATERIAL CULTURECOMPLETE GUIDE ON HOW TO WRITE A DEFINITION ESSAY ON MATERIAL CULTURE
COMPLETE GUIDE ON HOW TO WRITE A DEFINITION ESSAY ON MATERIAL CULTURE
 
GROUP 1 PPT.pptx
GROUP 1 PPT.pptxGROUP 1 PPT.pptx
GROUP 1 PPT.pptx
 
Anthro. PPT-NEW.pptx
Anthro.  PPT-NEW.pptxAnthro.  PPT-NEW.pptx
Anthro. PPT-NEW.pptx
 
Literary Appreciation.pptx
Literary Appreciation.pptxLiterary Appreciation.pptx
Literary Appreciation.pptx
 
Cultural Studies - 1
Cultural Studies - 1Cultural Studies - 1
Cultural Studies - 1
 
4_5825656793769971825.pptx
4_5825656793769971825.pptx4_5825656793769971825.pptx
4_5825656793769971825.pptx
 
History2.pdf
History2.pdfHistory2.pdf
History2.pdf
 
History of of Ethiopia and the Horn (Hist.1012)
History of of Ethiopia and the Horn (Hist.1012)History of of Ethiopia and the Horn (Hist.1012)
History of of Ethiopia and the Horn (Hist.1012)
 
INT-244 Topic 1a Introduction to Studying Religions.
INT-244 Topic 1a Introduction to Studying Religions.INT-244 Topic 1a Introduction to Studying Religions.
INT-244 Topic 1a Introduction to Studying Religions.
 
Methods of Historical Inquiry
Methods of Historical InquiryMethods of Historical Inquiry
Methods of Historical Inquiry
 

Más de Nicole Beale

CAA2014 Community Archaeology and Technology: Create Once, Consume Anywhere: ...
CAA2014 Community Archaeology and Technology: Create Once, Consume Anywhere: ...CAA2014 Community Archaeology and Technology: Create Once, Consume Anywhere: ...
CAA2014 Community Archaeology and Technology: Create Once, Consume Anywhere: ...Nicole Beale
 
CAA2014 Community Archaeology and Technology: Making community-driven, open s...
CAA2014 Community Archaeology and Technology: Making community-driven, open s...CAA2014 Community Archaeology and Technology: Making community-driven, open s...
CAA2014 Community Archaeology and Technology: Making community-driven, open s...Nicole Beale
 
CAA2014 Community Archaeology and Technology: Developing 'Crowd and Communit...
CAA2014 Community Archaeology and Technology:  Developing 'Crowd and Communit...CAA2014 Community Archaeology and Technology:  Developing 'Crowd and Communit...
CAA2014 Community Archaeology and Technology: Developing 'Crowd and Communit...Nicole Beale
 
CAA2014 Community Archaeology and Technology: The ACCORD project: Archaeology...
CAA2014 Community Archaeology and Technology: The ACCORD project: Archaeology...CAA2014 Community Archaeology and Technology: The ACCORD project: Archaeology...
CAA2014 Community Archaeology and Technology: The ACCORD project: Archaeology...Nicole Beale
 
CAA2014 Community Archaeology and Technology: The Phoenix Project: Using Heur...
CAA2014 Community Archaeology and Technology: The Phoenix Project: Using Heur...CAA2014 Community Archaeology and Technology: The Phoenix Project: Using Heur...
CAA2014 Community Archaeology and Technology: The Phoenix Project: Using Heur...Nicole Beale
 
CAA2014 Community Archaeology and Technology: Community archaeology and geoph...
CAA2014 Community Archaeology and Technology: Community archaeology and geoph...CAA2014 Community Archaeology and Technology: Community archaeology and geoph...
CAA2014 Community Archaeology and Technology: Community archaeology and geoph...Nicole Beale
 
CAA2014 Community Archaeology and Technology: Co-Production of alternative vi...
CAA2014 Community Archaeology and Technology: Co-Production of alternative vi...CAA2014 Community Archaeology and Technology: Co-Production of alternative vi...
CAA2014 Community Archaeology and Technology: Co-Production of alternative vi...Nicole Beale
 
Urban Archaeology - Session 12: Writing for Archaeology
Urban Archaeology - Session 12: Writing for ArchaeologyUrban Archaeology - Session 12: Writing for Archaeology
Urban Archaeology - Session 12: Writing for ArchaeologyNicole Beale
 
Urban Archaeology Session 9: Cemeteries
Urban Archaeology Session 9: CemeteriesUrban Archaeology Session 9: Cemeteries
Urban Archaeology Session 9: CemeteriesNicole Beale
 
Urban archaeology session 8 - domestic archaeology
Urban archaeology session 8 - domestic archaeologyUrban archaeology session 8 - domestic archaeology
Urban archaeology session 8 - domestic archaeologyNicole Beale
 
Social media for researchers workshop 071112
Social media for researchers workshop 071112Social media for researchers workshop 071112
Social media for researchers workshop 071112Nicole Beale
 
Urban archaeology session 8 - domestic archaeology
Urban archaeology session 8 - domestic archaeologyUrban archaeology session 8 - domestic archaeology
Urban archaeology session 8 - domestic archaeologyNicole Beale
 
Urban Archaeology Session 8: Add-on - Genealogy and Family History
Urban Archaeology Session 8: Add-on - Genealogy and Family HistoryUrban Archaeology Session 8: Add-on - Genealogy and Family History
Urban Archaeology Session 8: Add-on - Genealogy and Family HistoryNicole Beale
 
Urban Archaeology Session 6: Industrial Archaeology
Urban Archaeology Session 6: Industrial ArchaeologyUrban Archaeology Session 6: Industrial Archaeology
Urban Archaeology Session 6: Industrial ArchaeologyNicole Beale
 
Re-Reading the British Memorial Project #de2012
Re-Reading the British Memorial Project #de2012Re-Reading the British Memorial Project #de2012
Re-Reading the British Memorial Project #de2012Nicole Beale
 
Urban Archaeology Session 3 Churches
Urban Archaeology Session 3 ChurchesUrban Archaeology Session 3 Churches
Urban Archaeology Session 3 ChurchesNicole Beale
 
Lifelong Learning Module: Urban Archaeology - Session 1 Introduction
Lifelong Learning Module: Urban Archaeology - Session 1 IntroductionLifelong Learning Module: Urban Archaeology - Session 1 Introduction
Lifelong Learning Module: Urban Archaeology - Session 1 IntroductionNicole Beale
 
Social Media in Live Events ppt #PLEconf conference 120712
Social Media in Live Events ppt #PLEconf conference 120712Social Media in Live Events ppt #PLEconf conference 120712
Social Media in Live Events ppt #PLEconf conference 120712Nicole Beale
 
Social media for researchers workshop 4th July 2012 University of Southampton
Social media for researchers workshop 4th July 2012 University of SouthamptonSocial media for researchers workshop 4th July 2012 University of Southampton
Social media for researchers workshop 4th July 2012 University of SouthamptonNicole Beale
 

Más de Nicole Beale (20)

CAA2014 Community Archaeology and Technology: Create Once, Consume Anywhere: ...
CAA2014 Community Archaeology and Technology: Create Once, Consume Anywhere: ...CAA2014 Community Archaeology and Technology: Create Once, Consume Anywhere: ...
CAA2014 Community Archaeology and Technology: Create Once, Consume Anywhere: ...
 
CAA2014 Community Archaeology and Technology: Making community-driven, open s...
CAA2014 Community Archaeology and Technology: Making community-driven, open s...CAA2014 Community Archaeology and Technology: Making community-driven, open s...
CAA2014 Community Archaeology and Technology: Making community-driven, open s...
 
CAA2014 Community Archaeology and Technology: Developing 'Crowd and Communit...
CAA2014 Community Archaeology and Technology:  Developing 'Crowd and Communit...CAA2014 Community Archaeology and Technology:  Developing 'Crowd and Communit...
CAA2014 Community Archaeology and Technology: Developing 'Crowd and Communit...
 
CAA2014 Community Archaeology and Technology: The ACCORD project: Archaeology...
CAA2014 Community Archaeology and Technology: The ACCORD project: Archaeology...CAA2014 Community Archaeology and Technology: The ACCORD project: Archaeology...
CAA2014 Community Archaeology and Technology: The ACCORD project: Archaeology...
 
CAA2014 Community Archaeology and Technology: The Phoenix Project: Using Heur...
CAA2014 Community Archaeology and Technology: The Phoenix Project: Using Heur...CAA2014 Community Archaeology and Technology: The Phoenix Project: Using Heur...
CAA2014 Community Archaeology and Technology: The Phoenix Project: Using Heur...
 
CAA2014 Community Archaeology and Technology: Community archaeology and geoph...
CAA2014 Community Archaeology and Technology: Community archaeology and geoph...CAA2014 Community Archaeology and Technology: Community archaeology and geoph...
CAA2014 Community Archaeology and Technology: Community archaeology and geoph...
 
CAA2014 Community Archaeology and Technology: Co-Production of alternative vi...
CAA2014 Community Archaeology and Technology: Co-Production of alternative vi...CAA2014 Community Archaeology and Technology: Co-Production of alternative vi...
CAA2014 Community Archaeology and Technology: Co-Production of alternative vi...
 
Urban Archaeology - Session 12: Writing for Archaeology
Urban Archaeology - Session 12: Writing for ArchaeologyUrban Archaeology - Session 12: Writing for Archaeology
Urban Archaeology - Session 12: Writing for Archaeology
 
Urban Archaeology Session 9: Cemeteries
Urban Archaeology Session 9: CemeteriesUrban Archaeology Session 9: Cemeteries
Urban Archaeology Session 9: Cemeteries
 
Urban archaeology session 8 - domestic archaeology
Urban archaeology session 8 - domestic archaeologyUrban archaeology session 8 - domestic archaeology
Urban archaeology session 8 - domestic archaeology
 
Social media for researchers workshop 071112
Social media for researchers workshop 071112Social media for researchers workshop 071112
Social media for researchers workshop 071112
 
Urban archaeology session 8 - domestic archaeology
Urban archaeology session 8 - domestic archaeologyUrban archaeology session 8 - domestic archaeology
Urban archaeology session 8 - domestic archaeology
 
Urban Archaeology Session 8: Add-on - Genealogy and Family History
Urban Archaeology Session 8: Add-on - Genealogy and Family HistoryUrban Archaeology Session 8: Add-on - Genealogy and Family History
Urban Archaeology Session 8: Add-on - Genealogy and Family History
 
Urban Archaeology Session 6: Industrial Archaeology
Urban Archaeology Session 6: Industrial ArchaeologyUrban Archaeology Session 6: Industrial Archaeology
Urban Archaeology Session 6: Industrial Archaeology
 
Re-Reading the British Memorial Project #de2012
Re-Reading the British Memorial Project #de2012Re-Reading the British Memorial Project #de2012
Re-Reading the British Memorial Project #de2012
 
Datapool sxsc
Datapool sxscDatapool sxsc
Datapool sxsc
 
Urban Archaeology Session 3 Churches
Urban Archaeology Session 3 ChurchesUrban Archaeology Session 3 Churches
Urban Archaeology Session 3 Churches
 
Lifelong Learning Module: Urban Archaeology - Session 1 Introduction
Lifelong Learning Module: Urban Archaeology - Session 1 IntroductionLifelong Learning Module: Urban Archaeology - Session 1 Introduction
Lifelong Learning Module: Urban Archaeology - Session 1 Introduction
 
Social Media in Live Events ppt #PLEconf conference 120712
Social Media in Live Events ppt #PLEconf conference 120712Social Media in Live Events ppt #PLEconf conference 120712
Social Media in Live Events ppt #PLEconf conference 120712
 
Social media for researchers workshop 4th July 2012 University of Southampton
Social media for researchers workshop 4th July 2012 University of SouthamptonSocial media for researchers workshop 4th July 2012 University of Southampton
Social media for researchers workshop 4th July 2012 University of Southampton
 

Último

CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
SOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptx
SOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptxSOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptx
SOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptxSyedNadeemGillANi
 
How to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using CodeHow to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using CodeCeline George
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsEugene Lysak
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...CaraSkikne1
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICESayali Powar
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
Protein Structure - threading Protein modelling pptx
Protein Structure - threading Protein modelling pptxProtein Structure - threading Protein modelling pptx
Protein Structure - threading Protein modelling pptxvidhisharma994099
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17Celine George
 
EBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting BlEBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting BlDr. Bruce A. Johnson
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...M56BOOKSTORE PRODUCT/SERVICE
 
3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptxmary850239
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesCeline George
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.raviapr7
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfYu Kanazawa / Osaka University
 

Último (20)

Prelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quizPrelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quiz
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
SOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptx
SOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptxSOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptx
SOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptx
 
How to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using CodeHow to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using Code
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George Wells
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICE
 
Finals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quizFinals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quiz
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
Protein Structure - threading Protein modelling pptx
Protein Structure - threading Protein modelling pptxProtein Structure - threading Protein modelling pptx
Protein Structure - threading Protein modelling pptx
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17
 
EBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting BlEBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting Bl
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...
 
3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 Sales
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
 

Urban Archaeology Session 5: Archaeologists and Text

  • 1. Urban Archaeology Session 5 Archaeologists & Textual Sources Flickr Commons, Swedish Heritage Board
  • 2. Archaeologists’ use of texts • Texts began to be collected as early as Sung Dynasty (920-1279) • C15th - in Europe, Roman and Greek inscriptions collected • C16th - we begin to collect post-Classical text • C17th - interest in runics in Sweden and Denmark • C17th - non-European texts (Maya, cuneiform, hieroglyphs) collected (but not deciphered) – Based on Andren, 1998.
  • 3. What can texts tell us? • Historical records from literate societies can answer questions about social organisation. • Different societies used writing for different functions/purposes. – E.g. in Mycenean Greece nearly all clay tablets from c.1200BC are for recording of commercial transactions in the palaces. • One of the most important written sources for archaeologists are: COINS. – Based on Renfrew & Bahn, 2001.
  • 4. Next Few Slides • Material Culture Studies • Object-Centred Approach • Descriptive Criteria • Categorisation/Grouping • Danger of Categorisation/Grouping • Object-Driven Approach • Objects with Text • Archaeology as Text
  • 5. Material Culture Studies • Archaeologists use (amongst other approaches) material culture studies (MCS) • MCS began in the late C19th • MCS uses ‘object biography’ and ‘life cycles’ of objects – WARNING: MCS can be said to be functionalist, ignoring the importance of things such as intercultural dynamics, with a preference for aesthetic models . A problem addressed by Gell’s work on social agency (1998). Flickr Commons, Cornell University Library
  • 6. Textual Source as Object: Object-Centred Approach • Begin with the descriptive criteria: – How was the object made, and what materials was it made with? – What is the object’s shape, size, texture, weight, colour? – What is the object’s design or style? – When was the object made and for what purpose? “everything is made from something… there are reasons for using particular materials in a thing” (Friedel, 1993: 41–50).
  • 7. Why Describe an Object? • Then, using the descriptive criteria, objects can be put into categories/groups or attributed to individuals/movements. • But the description is not enough. We need to move from the description to thinking about the broader context.
  • 8. On the Danger of Grouping Material Culture • Ian Hodder looked at female ear decorations of different tribes in Lake Baringo, Kenya (1982). – How material culture as personal decoration was used to express differences between tribes. • Other material culture from these tribes (pots, tools, etc.) did not show these patterns of differences. • If we’d used pots instead of ear decorations, our understanding of the ‘social units’ formed by groups of ‘culture’ (in our instance pots), would not have shown tribal distinctiveness. • Conclusion: We can’t use material culture to reconstruct supposed ‘groups’.
  • 9. Object-Driven Approach • How objects relate to the peoples and cultures that make and use them. • Contextualisation and function are important. • An object’s meaning can change over time and place. • Object is not passive. They have an active role and create meaning. An object can have power/authority.
  • 10. Objects with text • Text provides COGNITIVE information. Information about how societies saw themselves and saw the world. • But there is always BIAS: – BIAS from accident of preservation – BIAS from uses of literacy in a society – BIAS from perspective • When we use historical records WITH material remains, we must ensure that “questions are carefully formulated and the vocabulary is well defined” (Renfrew & Bahn, 2001: 186)
  • 11. Archaeology as Text • Tilley looked at Swedish Rock Art (1991, 1994) • This is post-processual archaeology • To regard the archaeological record as a text composed of meaningful signs: – “all material symbols require a contextual interpretation because their meanings are a function of the specific associations they evoke in a culture and of the actual ways they are combined with other symbols and behaviour.” (Patrik, 1985)
  • 12. Rock Art with Elks Rock art at Nämforsen called Lillforshällan, c.4000 BC. Image credit: Mark Sapwell
  • 13. What Tilley Did • Tilley took a mass of carvings, and carried out analysis. • Assemblages of carvings, made up of text with grammar. • He found motifs (elks and boats) and used: 1. Structural logic – i.e. boats and elks are linked, implying there is a binary class system 2. Hermeneutics of meaning, where ethno-historical perspectives are considered. i.e. anthropological studies of Saami drums, Siberian Evenk Shamanism and cosmology. 3. Analytics of power, where social complexity, exchange, ethnicity, domination and the body are considered. • Does not result in a unified interpretation. Reader as a participant. • Incorporates a variety of perspectives into the interpretation.
  • 14. Next Few Slides • Interpreting Sources • 5 Ws Approach: What, Where, When, Who, Why? • Approach for Primary Sources • Approach for Primary and Secondary Sources: – SCIM-C: Summarising, Contextualising, Inferring, Monitorin g, Corroborating Flickr Commons, National Galleries of Scotland
  • 15. Interpreting Sources • There are many different approaches to interpreting a historical source. • Generally all approaches use a combination of: – What – Where – When – Who – Why
  • 16. What? • What am I looking at? – Initial visual observation of object.
  • 17. Where? • Where was this photograph taken? • Where was this coin found?
  • 18. When? • When is the object from? – Once you have a date, think about the context. – What happened before/on/after this date? – Place the object on a timeline.
  • 19. Who? • Who is depicted in this photo? • Who used this tool? • (This is where some archaeologists try to place themselves in the ‘shoes’ of the person/people they have identified.)
  • 20. Why? • Why has this glass bottle survived? • Why was this photograph taken? • Why was this tool made? • Why was this letter written?
  • 21. For Primary Sources 1. Place the source in its historical context 2. Classify the source 3. Understand the source 4. Evaluate the source as a source of historical information – Based on Koeller, 1995. Flickr Commons, Cornell University Library
  • 22. 1. Place the source in its historical context • Who wrote the source and what do you know about the author/s? • Where was the source written? • When was the source written? • Why was the source written? • What is the intended audience of the source? • What do you know about this audience?
  • 23. 2. Classify the source • What kind of work is the source? • What was the purpose of the source? • What are the conventions/traditions governing this source? • What are the legal/political/religious/philosophical traditions within which the source is based?
  • 24. 3. Understand the source • What are the key words in the source ? • What do the key words in the source mean? • What point is the author trying to make? This is a summary of the writing. • What evidence is the author using to support the writing? • What assumptions underlying the argument? • What values does the writing reflect? • What problems are addressed by the writing? • What is the historical situation of the source, and do those problems reflect that situation? • What action does the author expect as a result of this work? Who is to take this action? How does the source motivate that action?
  • 25. 4. Evaluate the source as a source of historical information • How typical is the source for the period? • How widely was the source circulated? • If identifiable, what problems, assumptions, arguments, ideas and values does the source share with other sources from the period? • What other evidence corroborates these conclusions?
  • 26. SCIM-C Approach for Primary and Secondary Sources • Summarising • Contextualising • Inferring • Monitoring • Corroborating – Based on Doolittle, Hicks, Ewing, 2005. Flickr Commons, National Archives UK
  • 27. Summarising a Source • What type of historical document is the source? • What specific information, details and/or perspectives does the source provide? • What is the subject and/or purpose of the source? • Who was the author and/or audience of the source?
  • 28. Contextualising a Source • When and where was the source produced? • Why was the source produced? • What was happening within the immediate and broader context at the time the source was produced? • What summarizing information can place the source in time and place?
  • 29. Inferring from a Source • What is suggested by the source? • What interpretations may be drawn from the source? • What perspectives or points of view are indicated in the source? • What inferences may be drawn from absences or omissions in the source?
  • 30. Monitoring a Source • What additional evidence beyond the source is necessary to answer the historical question? • What ideas, images, or terms need further defining from the source? • How useful or significant is the source for its intended purpose in answering the historical question? • What questions from the previous stages need to be revisited in order to analyze the source satisfactorily?
  • 31. Corroborating Multiple Sources • What similarities and differences between the sources exist? • What factors could account for these similarities and differences? • What conclusions can be drawn from the accumulated interpretations? • What additional information or sources are necessary to answer more fully the guiding historical question?