Methodological Specialism in Landscape Archaeology, 15 Credits

Contents

This course investigates key themes in landscape archaeology, studying approaches to e.g. in situ preservation in rural and urban wetland environments; landscape reclamation in historical periods; the changing nature of earlier Holocene landscapes and human-landscape interactions; palimpsest landscapes; landscapes of ritual and death; approaches to the characterization of past landscapes etc. Each of the chosen themes will be explored through a combination of lectures, seminars and discussion sessions aimed at considering the ways in which landscape archaeologists attempt to understand past human action/s. Certain aspects, e.g. in situ preservation studies, link into an empirical science-based approach to the study of landscape, whilst others, e.g. landscapes of ritual and death, move towards the post-processual mode of thought in order to explore the less tangible aspects of past human behaviour. The aim of this module is to introduce the student to various aspects of landscape study with a focus on discrete themes of investigation.

Expected learning outcomes

After finishing the course, the student should be able to: 

 Knowledge and Understanding: 

• Demonstrate a comprehensive understanding of the key themes studied, with deeper knowledge of the theoretical and methodological underpinnings of the study areas 
• Recognize the links between the themes investigated in relation to archaeology, environmental archaeology, historical and geographical investigations of landscape 
• Demonstrate a fundamental knowledge of context through in-depth reading 

Skills and Abilities: 

• Integrate and use knowledges from earlier parts of the programme to understand the fundamental aspects of the themes that are investigated 
• Demonstrate the ability to critically assess and debate each topic in a knowledgeable and considered manner 
• Be able to integrate a broad range of methods in order to interpret the theme being investigated 

Judgement and Approach: 

• Demonstrate clear understanding in relation to the potentials and limitations of landscape studies in relation to the specific areas of specialization that are studied 
• Be critically aware of context in terms of each theme studies and be able to link these to the overarching themes in landscape studies  
• Approach the study of the past from an ethically informed perspective 

Required Knowledge

Univ: Bachelor's degree and 60 credits courses at advanced level in landscape archeology, or equivalent.

Form of instruction

This is a classroom-based course. The course blends a range of learning environments including lectures, seminars, and discussion sessions. The lectures are designed to provide a broad range of examples related to each of the key themes being studied. They will provide the student with the basic elements necessary to develop their knowledge and understanding of each theme through further study. The seminars will form the basis for further developing an in-depth understanding of each theme through reading and discussion, with students preparing short presentations linked to discrete aspects of the study topic. 

The main course materials will be housed in a dedicated platform, with digital versions of relevant literature provided where possible. 

At Masters Level the student will be expected to demonstrate a level of critical thinking, analytical skills and interpersonal abilities commensurate with advanced studies. The ability to work independently as well as being active in all areas of the course are fundamental to the learning environment.

Examination modes

Examination includes active participation in seminars alongside individual oral presentations based on literature studies in accordance with the grading scale VG, G or U. Two written assignments make up the essay part of the examination (equivalent to 1500-2500 words).  

The first written assignment is linked to the seminars in that the student will write a critical review of a case study of their choice (this assignment will be a shorter essay of ca. 1500 words that focuses on a particular aspect of the topics covered). The student will discuss their chosen topic with the course leader to ensure that their topic is appropriate. 

The second written assignment is an extended essay (of 2500-2750 words) that explores one of the key course themes in greater detail. For this assignment the student will be expected to demonstrate an in-depth understanding of their chosen theme, demonstrated through the breadth of literature used to support their arguments and through a detailed and knowledgeable analysis of the subject, whilst also demonstrating a critical and considered approach to the topic.  
 
On the written tests, one of the grades Fail (U), Pass (G) or Pass with Distinction (VG) is given.  Passing grades are set on the basis of an overall assessment of the performance at seminars and written exams - in order to acieve a passing grade it is required that all parts of the examination are at least passed. For the grade Pass with Distinction on the entire course, the grade Pass with Distinction is required in both written assignments. 

Students who have passed may not undergo further examination for higher grades. For those students who have not been approved at the regular examination opportunity, a re-examination is arranged within two months after the ordinary examination opportunity, and another within one year, so-called collection examination. 

Students who have twice failed an examination for a course or part of a course have the right at the next re-examination opportunity to request from the head of education at the Faculty of Humanities that a new examiner be appointed for future re-examinations unless there are special reasons to the contrary. 

Deviations from the syllabus' examination form can be made for a student who has a decision on pedagogical support due to a disability. Individual adaptation of the examination form must be considered based on the student's needs. The examination form is adapted within the framework of the syllabus' expected study results. At the request of the student, the course teacher in consultation, in consultation with the examiner, shall promptly decide on an adapted form of examination. The decision must then be notified to the student. 

In the event that the syllabus expires or undergoes major changes, students are guaranteed at least three exams (including regular exams) according to the regulations in the syllabus on which the student was originally registered for a period of a maximum of two years from the previous syllabus expires or the course has been discontinued.