INSTITUTE OF ARCHAEOLOGY 2013-14

Interpreting Pottery
G112


Pilgrim flask, Cypriot white painted ware (Iron Age IIA/B) Trialing techniques to compare with
Excavated by Flinders Petrie - Tomb 223, Tell Fara pottery in the IoA collection
Institute of Archaeology Collections # EVII.84/8 Alison Sandeman, West Dean, Sussex




Course Coordinator: Dr. Bill Sillar
b.sillar@ucl.ac.uk

Room B16 Tel: 020 7679 1538 (internal 21538)


This handbook and online reading list are available through the IoA web site:
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INTRODUCTION

This handbook contains basic information about the content and administration of this course. If you
have queries about the objectives, structure, content, assessment or organisation of the course, please
consult the Course Co-ordinator, Bill Sillar.

Further important information, relating to all courses at the Institute of Archaeology, is to be found at
http://www.ucl.ac.uk/archaeology/administration/students
and in the general MA/MSc handbook. It is your responsibility to read and act on this information which
includes details about submission and grading of coursework; disabilities; communication; attendance;
and feedback, etc.

AIMS
This course will introduce students to a wide range of techniques used in pottery studies, a consideration
of the research questions that ceramic research can be used to address, and a concern for the appropriate
reporting of ceramic research. More specifically the course aims:

1. To introduce students to the technology of pottery making from clay selection to firing with
reference to archaeological and ethnographic examples as well as student practicals.
2. To question the practice and purpose of diverse approaches to pottery processing, classification and
analysis.
3. To explore the ways in which archaeological evidence of pottery production, trade and use can be
studied and interpreted.
4. To critically examine the development of pottery studies in archaeology.

OBJECTIVES
Upon successful completion of this course, students will, among other things:
1. Be familiar with the physical processes of pottery production and be able to give careful
consideration to the social context within which it takes place.
2. Have an overview of recent archaeological approaches to the collection, analysis and interpretation
of ceramics.
3. Be able to evaluate the relevance and applicability of various methods of ceramic analysis used the
in archaeological units, museums and similar institutions in relation to wider archaeological
research questions

LEARNING OUTCOMES
On successful completion of the course students should be able to demonstrate/have developed:

1. The ability to read and listen to a range of different approaches to a topic and to write a reasoned
argument as to why they favour one or more of these.
2. Begun to develop the observational skills needed to identify the form, surface and fabric of pottery
and critically consider what this may mean in relation to the production or life history of the pot.
3. The ability to observe, or read about, analytical procedures and critically reflect on how these
procedures and their presentation affects the interpretation of data.

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COURSE OUTLINE
This is a half unit option for M.A., and M.Sc. students. It is intended to provide a general foundation
and introduction to pottery studies. The course picks up on many of the themes introduced in the core
course of the Artefact Studies MA and Technology MSc., but, by focusing on pottery we will be able to
explore the applicability of these themes in the practical analysis and interpretation of a specific class of
artefacts.

The course consists of lectures and seminar/practicals. The practical sessions will effectively be
seminars that incorporate both the handling of materials and a discussion on the problems, and purpose
of pottery analysis. There will be a particular focus on dealing with pottery assemblages and the diverse
ways in which pottery can be classified. This will include a brief introduction to more detailed scientific
methods of analysis (e.g. petrography and elemental analysis) but these can be explored further in the 2
nd

term course Archaeological Ceramics G 114.

This course will introduce students to the wide range of ways that archaeological pottery has been
studied with a strong emphasises on understanding techniques used in pottery making and practical
approaches to the study of pottery assemblages from excavations. The course starts with a consideration
of the properties of clay in order to discuss how potters choose specific techniques to collect and process
clays, to mix a clay paste that alters or enhances the physical properties of natural clay, and for the
forming and firing of their ceramics. The potters choice of raw materials and techniques will be
considered in relation to both the physical properties of the materials and the influence of the wider
technological, economic, social and ideological setting of specific cultural situations. We shall then be
able to look at archaeological pottery with a view to identifying the forming techniques that were used in
the past; this will be based on examining the surface of the finished artefacts and fabric analysis.
Ethnographic and experimental work will be used throughout the course to illustrate some of the
problems and potential of ceramic analysis. We shall discuss traditional (cultural-historical) approaches
to pottery analysis, which were primarily based on the study of the morphology, decoration and
distribution of the pottery. This will be compared to more recent material science approaches to the
analysis of archaeological ceramics that have also been used to yield information on ceramic technology,
the provenance of the pottery and dating. We will review a number of themes that are commonly
addressed through artefact analysis (such as: Technology, Organisation of Production, Typologies, Trade
and Exchange, Consumption, and Style). The course aims to help students consider the relationship
between artefacts and the people who used them, as well as how to relate artefact analysis to other
aspects of archaeological research.


Modern Pottery Firing: Raqchi, Peru
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TEACHING METHODS AND READING MATERIAL
Teaching for the course is through formal lectures, seminars, artefact handling sessions, and laboratory
visits. The course consists of ten two-hour sessions. These usually start with a one hour lecture
introducing a research theme and will either be followed by a practical that aims to introduce students to
the techniques of pottery making and archaeological analysis, or a further lecture and seminar session
taking a research topic to greater depth and discussing the essential reading for that week. These varied
formats are combined in order to provide you with a broad introduction to appropriate literature; the
opportunity to engage actively in debating these issues yourself, the chance to handle clay and see the
effects of different techniques and to compare this to the evidence from archaeological pottery.
Seminars have weekly recommended readings, which students are expected to have read ahead of the
class, so that they are be able to follow and actively contribute to discussion.


PREREQUISITES
There are no prerequisites for this course. This course (G112) is a prerequisite for taking G114,
Archaeological Ceramics, in the second term.

WORKLOAD: TEACHING HOURS AND ASSESSMENT
The course consists of 20 class hours of lectures, seminars and practicals (with a further 10 hours of less
formal practicals and/or guidance in selecting material for essays). Students are expected to undertake
at least 60 hours private reading to prepare themselves prior to class and explore themes in greater depth
after class, as well as a further 110 or so hours of reading and practical work to prepare an essay outline
and final 3500 word essay. This adds up to a total workload of some 200 hours for the course. If there is
sufficient interest we may also organise a fieldtrip to visit a pottery workshop or museum collection, but
this will be voluntary and is not considered as a part of the course workload.

METHODS OF ASSESSMENT
This course is assessed by means of a total of 4,000 words of coursework, divided into an essay proposal
of around 500 words, and a final essay of no more than 3500 words. Essays that are noticeably longer
than 3500 words will not have followed the assessment criterion and will be penalised accordingly
(relevant illustrations and the bibliography are not included as part of the word limit). The topics and
deadlines for the assessments are specified below. If students are unclear about the nature of an
assignment, they should contact the Course Co-ordinator. The Course Co-ordinator will be willing to
discuss an outline of their approach to the assessment, provided this is planned suitably in advance of the
submission date.

HEALTH AND SAFETY
The Institute has a Health and Safety policy and code of practice which provides guidance on laboratory work,
etc. This is revised annually and the new edition can be found on the Institutes Intranet. All work undertaken in
the Institute is governed by these guidelines and students have a duty to be aware of them and to adhere to them
at all times. This is particularly important in the context of the laboratory work and fieldtrips which may be
undertaken as part of this course.

TEACHING SCHEDULE
Lectures will be held 10:00-12:00 a.m. on Mondays, in room B13. On days when smaller group
practical classes are organised the class will be split into groups and practicals will run from 11.00-12.00
12.00 -1.00 and 1.30 to 2.30 p.m. either in Room B13 or in the outside workspace in the basement. A
visit to a pottery workshop and museum may be scheduled if there is sufficient interest, arrangements for
this will be discussed with the class later in the term.





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ATTENDANCE
A register will be taken at each class. If you are unable to attend a class, please notify the lecturer by
email. Departments are required to report each students attendance to UCL Registry at frequent
intervals throughout each term. Except in the case of illness, students are required to attend a minimum
of 70% of all the lectures for the course.

READING LISTS
Part of this handbook includes an outline of each session in the course, and identifies one or more
essential readings and a few supplementary references relevant to each session. The essential readings
which should be consulted in advance of each session, which students will be expected to have done, to
be able fully to follow and actively to contribute to discussion. Information is provided as to where in
the UCL library system individual readings are available; their location and Teaching Collection (TC)
number, and status (whether out on loan) can also be accessed on the eUCLid computer catalogue
system. Copies of individual articles and chapters identified as essential reading are in the Teaching
Collection in the Institute Library and where possible essential readings to keep up with the topics
covered in the course have been made available on line.

CITING OF SOURCES
Coursework should be expressed in a students own words giving the exact source of any ideas,
information, diagrams etc. that are taken from the work of others. Any direct quotations from the work of
others must be indicated as such by being placed between inverted commas. Plagiarism is regarded as
a very serious irregularity which can carry very heavy penalties. It is your responsibility to read and
abide by the requirements for presentation, referencing and avoidance of plagiarism to be found in the
IoA Coursework Guidelines on the IoA website

SUBMISSION OF COURSEWORK
The coursework must be stapled to a completed blue coversheet (available from the web, from outside
Room 411A or at Reception) and submitted to the course co-ordinators pigeon hole via the Red Essay
Box at Reception by the appropriate deadline. You must also submit your essay proposal and essay via
Turnitin by the agreed date see below. Late submission will be penalized unless permission has been
granted and an Extension Request Form (ERF) completed. Please see the Cousework Guidelines
document for further details on the required procedure.

SUBMISSION OF COURSEWORK TO TURNITIN
In addition to submitting your coursework as described above, it is now a requirement that you submit it
electronically to the Turnitin system. The ID code for submitting your work for this course can be found
on the final page.

In advance of submitting your coursework for marking you may, if you wish, run your work through the
system in order to obtain a report on the originality of the wording and then make any necessary
adjustments prior to final submission. Turnitin advisors will be available to help you at specified times
if you need help generating or interpreting the reports.

It is important to recognise that the final decision about whether work contains plagiarism rests with
academic staff. Consequently, the presence or absence of matches in a Turnitin report does not, by itself,
provide a guarantee that the work in question either contains or is free from plagiarism.

Detailed instructions on the use of the system will be supplied separately.
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KEEPING COPIES
Please note that it is an Institute requirement that you retain a copy (this can be electronic) of all
coursework submitted. When your marked essay is returned to you, you should return it to the marker
within two weeks. You may like to keep a copy of the comments if you are likely to wish to refer to
these later.

TIMESCALE FOR RETURN OF MARKED COURSEWORK TO STUDENTS.
You can expect to receive your marked work within four calendar weeks of the official submission
deadline. If you do not receive your work within this period, or a written explanation from the marker,
you should notify the IoAs Academic Administrator, Judy Medrington.

COMMUNICATION
If any changes need to be made to the course arrangements, these will normally be communicated by
email. It is therefore essential that you consult your UCL e-mail account regularly.

DYSLEXIA AND OTHER DISABILITIES
If you have dyslexia or any other disability, please make your lecturers aware of this. Please discuss
with your lecturers whether there is any way in which they can help you. Students with dyslexia are
reminded to indicate this on each piece of coursework.

FEEDBACK
In trying to make this course as effective as possible, we welcome feedback from students during the
course of the year. All students are asked to give their views on the course in an anonymous questionnaire
which will be circulated at one of the last sessions of the course. These questionnaires are taken seriously
and help the Course Co-ordinator to develop the course. The summarised responses are considered by the
Institute's Staff-Student Consultative Committee, Teaching Committee, and by the Faculty Teaching
Committee.

If students are concerned about any aspect of this course we hope they will feel able to talk to
the Course Co-ordinator, but if they feel this is not appropriate, they should consult their Degree Tutor,
the Academic Administrator (Judy Medrington), or the Chair of Teaching Committee (Dr. Mark Lake).



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GENERAL READING (Books, Collected Papers and Review Articles).

Arnold D. E. 1985 Ceramic theory and cultural process. New studies in Archaeology, Cambridge
University Press.
Barley N. 1994 Smashing Pots; feats of clay from Africa British Museum Press, London.
Berg, I. 2006 Breaking the mould : challenging the past through pottery: 3rd International Conference
on Prehistoric Ceramics Oxford: Archaeopress.
Bishop R. L. and F. W. Lange (eds.) 1991 The Ceramic Legacy of Anna O. Shepard University Press
of Colorado, Niwot
Freestone I. & D. Gaimster (eds.) 1997 Pottery in the Making: World Ceramic Traditions British
Museum Press, London.
Gibson A. and A. Woods 1990 Prehistoric Pottery for the Archaeologist Leicester University Press,
Leicester
Orton C., P. Tyers & A. Vince 1993 Pottery in Archaeology Cambridge University Press.
Peacock D. P. S. 1982 Pottery in the Roman world: an ethnoarchaeological approach. Longman,
London.
Rice P. M. 1987 Pottery Analysis; A sourcebook University of Chicago Press, Chicago.
Rice P. M. 1996 Recent Ceramic Analysis: 1. Function, Style, and Origins Journal of Archaeological
Research 4(2): 133-161.
Rice P. M. 1996 Recent Ceramic Analysis: 2. Composition, Production and Theory Journal of
Archaeological Research 4(3): 165-202.
Rye O. S. 1981 Pottery Technology; principles and reconstructions. Manuals on Archaeology no. 4
Washington D.C.
Shimada I. ed 2007 Craft production in complex societies : multicraft and producer perspectives Salt
Lake City: University of Utah Press
Scarcella S. 2011 Archaeological Ceramics: A Review of Current Research British Archaeological
Reports International Series S-2193, Oxford: Archaeopress
Simopoli C. 1991 Approaches to Archaeological Ceramics Plenum Press, New York
Skibo J. M. and G. M. Feinman (eds) 1999 Pottery and People: a dynamic interaction Salt Lake City:
The University of Utah Press.
Stark M. T. 2003 Current Issues in Ceramic Ethnoarchaeology Journal of Archaeological Research
11(3): 193-242
Tite M. S. 1999 Pottery Production, Distribution, and Consumption the contribution of the physical
sciences Journal of Archaeological Method and Theory 6(3): 181-233.
Tyres P. 1996 Roman Pottery in Britain Batsford, London.
van der Leeuw S. E. and Pritchard A. C. (eds.) 1984 The Many Dimensions of Pottery; Ceramics in
archaeology and anthropology CINGULA 7. Amsterdam: Institute for Pre- and Proto-History,
University of Amsterdam.
Publications of the European Meeting on Ancient Ceramics

Some Useful Web sites:

Prehistoric Ceramic Research Group: http://www.pcrg.org.uk/
Medieval Pottery Research Group: http://www.medievalpottery.org.uk/
Roman Pottery: http://www.potsherd.uklinux.net/
Ceramic Building Materials Group: http://www.geocities.com/acbmg1/
Ceramic Petrology Group: http://www.ceramicpetrology.uklinux.net/index.html
Glossary of Ceramic Attributes/terms http://archnet.asu.edu/archives/ceramic/hgloss/hgloss.html
Ceramic analysis sites by Alan Vince: http://www.postex.demon.co.uk
Gazetter of Bronze & Iron Age pottery: http://www.arch.soton.ac.uk/research/potteryGazetteer/
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1 Introduction to the course, the pottery cycle
and the interpretation of archaeological assemblages

Introduction to the pottery cycle from raw materials to the firing and use of the vessel.
The pottery cycle is an organising principle for first part of the course.

Practical: Iron Age Pottery from Meare Lake Village

Dealing with archaeological assemblages, a consideration of the difficulties of recording
and analysing excavated pottery assemblages and how this may influence the questions
that are addressed and how the pottery is interpreted.

The Pottery Cycle
Rye O. S. 1981 Pottery Technology; principles and reconstructions. Manuals on Archaeology no. 4
Washington D.C.
van der Leeuw S. E. 1984. Dust to dust: a transformational view of the ceramic cycle. In S.E. van der
Leeuw and A. C. Pritchard (eds.) The many dimensions of pottery: ceramics in archaeology and
anthropology. Cingvla 7. Amsterdam: 707-773.

Further Reading:
Abbink A. A. 1999 Make it and break it: the cycles of pottery. A study of the technology, form, function
and use of pottery from the settlements at Uitgeest-Groot Dorregeest and Schagen-Muggenburg
Faculty of Archaeology, Leiden University
Arnold D. and J. Bourriau (eds.) 1993 An Introduction to Ancient Egyptian Pottery Deutsches
Archologisches Institut Sondeschrift 17, Abteilung Kairo, Philipp von Zabern, Germany.
Atkin, J. 2004 Handbuilt Pottery Techniques Revealed New York: Barrons
Barrett J. C. 1991 Bronze Age Pottery and Problems of Classification in J. Barrett, R. Bradley and M.
Hall (eds.) Papers on the Prehistoric Archaeology of Cranborne Chase Oxbow Monographs
No.11, Oxford pp.201-231.
Gibson A. 2002 Prehistoric Pottery in Britain and Ireland Stroud, Gloucestershire: Tempus
Gibson A. and A. Woods 1990 Prehistoric Pottery for the Archaeologist Leicester University Press,
Leicester
Hamer, F. & J. 2004 The potters Dictionary of Materials and Techniques. (5
th
edition) London: A &
C Black
Kempton W. 1981 The folk classification of ceramics: A study of cognitive prototypes. New York:
Academic Press.
Miller D. 1985 Artefacts as categories: A study of ceramic variability in central India. Cambridge
University Press.
Prehistoric Ceramics Research Group 1995 The study of later prehistoric pottery: general policies and
guidelines for analysis and publication. PCRG Occasional Papers 1 and 2.
Read D. 2007 Artefact Classification: a conceptual and methodological approach Left Coast Press
van der Leeuw S. E. 1991 Variation, Variability and Explanation in Pottery Studies in: W. A. Longacre
(ed.) Ceramic Ethnoarchaeology The University of Arizona Press, Tucson. pp.11-39.
Woodward A. and J. D. Hill (eds.) 2002 Prehistoric Britain: the ceramic basis Oxford : Oxbow


Glossary of Ceramic Attributes/terms http://archnet.asu.edu/archives/ceramic/hgloss/hgloss.html
Prehistoric Ceramics Research Group: http://www.prehistoric-ceramics.org.uk
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2 Preparing the paste: selection and preparation of clay & temper

The strength and appearance of a completed pot and the behaviour of the clay paste
during production is dependent on the raw materials selected by the potter and the way
that they are processed. In this lecture/seminar we will discuss the geological origins
and physical properties of clay and inclusions, the various methods that potters use to
prepare and mix these materials, and how this alters the quality and behaviour of the clay
paste. In order to explain this we will need to discuss the clay/water system (i.e how the
properties of clays are dependent both on their crystal structure and the amount of water
between the clay crystals) and how the potter works with these natural phenomena.

Practical: handling clays and tempering materials

During the practical students will prepare a range of different pottery pastes using a
variety of clays and tempering materials so that they can feel how this alters the
behaviour of the mixture.

Essential Reading:
Gosselain O. P. and A. Livinstone-Smith 2005 The Source: Clay selection and processing practices in
Sub-Saharan Africa in A. Livingstone Smith et al. (eds.) Pottery Manufacturing Processes:
Reconstruction and Interpretation, BAR International Series 1349: 33-47

Further Reading:
Pollard A. M. and C. Heron 2007 Chapter 4: The Geochemistry of Clays and Provenance of Ceramics
in: Pollard A. M. and C. Heron Archaeological Chemistry The Royal Society of Chemistry,
Cambridge 104-148.
Barley N. 1994 Smashing Pots; feats of clay from Africa British Museum Press, London.
Colbeck, J. 1988 Pottery materials: their composition, preparation and use London: Batsford,
Gosselain O. P. 1999 In pots we trust: the processing of clay and symbols in Sub-Saharan Africa
Journal of Material Culture 4(2): 205-230
Grimshaw, R. W. 1971 The chemistry and physics of clays and allied ceramic materials New York:
Wiley-Interscience
Hamer F. & J. 1991 The potters dictionary of materials and techniques. 3
rd
edition London.
Pollard A. M. and C. Heron 1996, Archaeological chemistry, Cambridge: Royal Society of Chemistry.
Pages. 104 - 121
Rice P.M. 1987, Pottery analysis, Chicago: Univ. of Chicago Press. Chapter 3
Sillar B. 1996 The Dead and the Drying: Techniques for Transforming People and Things in the Andes
Journal of Material Culture 1(3) 259-290.
Smith A. L. 2000 Processing clay for pottery in Northern Cameroon: social and technical requirements
Archaeometry 42(1): 21-42
Tobert N. 1984 Ethno-archaeology of pottery firing in Darfur, Sudan; Implications for ceramic
Technology studies. Oxford Journal of Archaeology 3(2) 141-156
Velde, B 1992 Introduction to clay minerals : chemistry, origins, uses and environmental significance
London, Chapman & Hall
Woodward A. 2002 Inclusions, Impressions and Interpretations In A. Woodward and J. D. Hill (eds.)
Prehistoric Britain: the ceramic basis Oxford : Oxbow 106-118
Worrall W. E. 1986 Clays and ceramic raw materials London: Elsevier.
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3 Pottery Forming Techniques: ethnographic and archaeological
examples

There are a wide range of potential pottery production methods (e.g. pinching, coiling,
hammer and anvil, moulding, or throwing). During this lecture we will explore a
number of these methods, what tools they require, and the implications for the
organisation of production, and what evidence we can use to interpret the use of these
methods. We will again highlight the relationship between the clay paste prepared by the
potter and the choice of forming techniques.

Practical: techniques used in making and decorating pots

During the practical students will continue with the clay pastes that they prepared the
week before to see how suitable they are for different forming and decorating techniques.

van der Leeuw S. (ed.) 1993 Giving the potter a choice: conceptual aspects of pottery techniques in P.
Lemonnier (ed.) Technological Choices: transformation in material culture since the Neolithic
London: Routledge 238-288
Rye O.S. 1981, Pottery technology, Washington DC: Taraxacum. Especially Chapters 4-5

Further Reading:
Arnold D. and J. Bourriau (eds.) 1993 An Introduction to Ancient Egyptian Pottery Deutsches
Archologisches, Germany.
Brandt, R. W., W. Groenman-van Waateringe and S. E. van der Leeuw (eds.) 1987 Assendelver Polder
papers Amsterdam : Universiteit van Amsterdam
Courty M. A. and V. Roux 1995 Identification of wheel throwing on the basis of ceramic surface
features and microfabrics Journal of Archaeological Science 22:17-50.
David, N., J. Sterner & K. Gavua 1988 Why pots are decorated Current Anthropology 29:365-388.
Livingstone Smith A., D. Bosquet, R. Martineau 2005 Pottery manufacturing processes: reconstitution
and interpretation : International Congress of Prehistoric and Protohistoric
Sciences Oxford: Archaeopress, BAR international series 1349.
Loney H. L. 2000 Society and technological control: a critical review of models of technological
change in ceramic studies American Antiquity 65(4):646-668 + responses American Antiquity
66(4):726-41
Mahias M-C. (1993) 'Pottery Techniques in India: Technical variants and social choice' in: P.
Lemonnier (ed) Technological Choices: transformations in material cultures since the Neolithic,
pp.157-180. London: Routledge.
Nicholson, P. T. and Shaw, I. (eds.), 2000, Ancient Egyptian materials and technology, Cambridge Univ.
Press, Cambridge.
Rice P.M. 1987, Pottery analysis, Chicago: Univ. of Chicago Press. Chapter 5
Sillar B. and M. Tite 2000 The challenge of technological choices for material science approaches in
archaeology. Archaeometry 2-20.
van der Leeuw S. 1976 Studies in the Technology of Ancient Pottery Organisation for the
Advancment of Pure Research, Amsterdam.
Vandiver P. B. 1988 The implications of variation in ceramic technology: the forming of Neolithic
storage vessels in China and the Near East Archaeomaterials 2: 139-174

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4 Pottery Firing Methods: differences in their function and
archaeological identification

In this seminar we will discuss some of the factors that may influence the choice of firing
technique, the degree to which these can be recognised using archaeological evidence,
and how this relates to the organisation of pottery production.

Practical: examination of experimental brickets and archaeological
pots to discuss how to identify and record fabric groups.

The practical will consist of looking at fired pottery brickets to see how they have been
affected by the firing process and how the choice of different clays and tempering
materials affect the appearance and properties of the fired pottery fabric.

Gosselain O. P. 1992 Bonfire of the Enquiries. Pottery firing temperatures in archaeology: what for?
Journal of Archaeological Science 19(2):243-259
Livingstone-Smith, A. 2001 Bonfire II: The Return of Pottery Firing Temperatures. In Journal of
Archaeological Science 28: 991-1003.

Further Reading:
Adan-Bayewitz D. and M. Wieder 1992 Ceramics from Roman Galilee: A Comparison of Several
Techniques for Fabric Characterization Journal of Field Archaeology 19: 189205
Heimann R. B. 1982 Firing Technologies and Their Possible Assessment by Modern Analytic Methods.
In: J. S. Olin and A. D. Franklin (ed.) Archaeological Ceramics Smithsonian Inst. Press,
Washington, D.C. 89-98 INST ARCH KD 3 OLI
Magetti M. 1982, Phase analysis and its significance for technology and origin in Franklin & Olin
(eds.), Archaeological Ceramics, Washington DC: Smithsonian Institution Press. INST ARCH
KD3 OLI. Pages 121-134
Johnson J. S., J. Clark, S. Miller-Antonio, D. Robins, M.B. Schiffer and J. M. Skibo 1988 Effects of
firing temperature on the fate of naturally occurring organic matter in clays Journal of
Archaeological Science 15: 403-414
Paynter S. and M. Tite 2001 The evolution of Glazing Technologies in the Ancient Near East and
Egypt in: A. J. Shortland (ed.) The Social Context of Technological Change: Egypt and the
Near East, 1650-1550 BC. Oxbow Books, Oxford.
Rice P.M. 1987, Pottery analysis, Chicago: Univ. of Chicago Press. Chapter 4
Rice P. M. (ed.) 1997 The prehistory & history of ceramic kilns Westerville, Ohio: The American
Ceramic Society
Robinson A. M. 1979 Three approaches to the problem of pottery fabric description Medieval
Ceramics 3: 3-35.
Rye O.S 1981, Pottery technology, Washington DC: Taraxacum. Chapter 6
Sillar B. 2000 Dung by Preference: The choice of fuel as an example of how Andean pottery production
is embedded within wider technical, social and economic practices. Archaeometry 43-60.
Swan V. G. 1984 The Pottery Kilns of Roman Britain Royal Commission on Historical Monuments
Supplementary Series No 5.
Tite M. S. 1995 Firing temperature determinations How and Why? In Lindahl A. and O. Stilbord
(eds.) The aim of laboratory analyses of ceramics in archaeology Konferenser 34, Kungl.
Vitterhets Historie och Antikvitets Akademien, Stockholm. 37-42
Tomber R. & J. Dore 1998 The National Roman Fabric Reference Collection Museum of London
Archaeology Service Monograph No. 2.
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5 Organisation of production and craft specialisation


The organisation of pottery production, particularly the degree of craft specialisation, has
been used by several researchers as a method of assessing the social and economic
organisation of past societies. In this seminar we will discuss how the evidence for
pottery making (e.g. the location, spatial organisation, scale and intensity of production)
can be interpreted from archaeological evidence.


Practical: recognition of pottery technology on ethnographic and
ancient pots

This practical will take a selection of pottery to discuss how we can identify pottery
production techniques from the form and surface appearance of ancient pots.


Essential Reading please read at lest two of the following:
Costin, C. and Hagstrum, M. 1995 Standardization, labour investment, skill, and the organization of
ceramic production in late Prehispanic highland Peru. American Antiquity 60:619-39.
Crown P. L. 2007 Life histories of pots and potters: situating the individual in archaeology American
Antiquity 72(4) 677-690
Harry K. G. 2005 Ceramic specialization and agricultural marginality: Do ethnographic models explain
the development of specialized pottery production in the prehistoric American Southwest?
American Antiquity 70(2): 295-319

Further Reading:
Arnold D. E. 1985 Ceramic theory and cultural process. New studies in Archaeology, Cambridge
University Press.
Arnold, D. E., 2008 Social change and the evolution of ceramic production and distribution in a Maya
community Boulder: University Press of Colorado
Barnett W. K. and J. W. Hoopes 1995 The Emergence of Pottery: Technology and Innovation in
Ancient Societies Smithsonian Institution Press, Washington.
Clark J. E. 1995 Craft specialization as an archaeological category Research in Economic
Anthropology 16: 267-294.
Costin C. L. 1991. Craft specialization: issues in defining, documenting, and explaining the
organization of production. In M. Schiffer (ed.) Archaeological method and theory 3: 1-56.
Day P. M. and E. E. Wilson and E. Kiriatzi 1997 Reassessing specialization in pre-palatial Cretan
ceramic production Aegaeum annales d'archologie genne de l'Universit de Lige.
Lige, Belgique : L'Universit 16: 275-290
Franken H. J & Kalsbeek J. 1975 The potters of a medieval village in the Jordan Valley, North-
Holland Ceramic Studies in Archaeology No.3 Amsterdam.
Hirth K. (Ed.) 2009 Housework: Craft production and domestic economy in ancient Mesoamerica
Special Issue Archaeological Papers of the American Anthropological Association 19
Hagstrum M. B. 1985 Measuring Prehistoric Ceramic Craft Specialization: a Test Case in the American
Southwest Journal of Field Archaeology 12: 65-75
Jordan P., and M. Zvelebil 2010 Ceramics before Farming: the Origins and Dispersal of Pottery among
Hunter-Gatherers of Northern Eurasia from 16 000 BP Walnut Creek: Left Coast Press
London G. A. 1986 Response to Melissa Hagstrum, Measuring Prehistoric Ceramic Craft
Specialization: a Test Case in the American Southwest Journal of Field Archaeology 13: 510-1
14
McGovern P.E. (Ed.) 1989 Cross-craft and cross-cultural interactions in ceramics Westerville, OH:
American Ceramic Society
Peacock D. P. S. 1982 Pottery in the Roman world: an ethnoarchaeological approach. Longman,
London.
Phillips, David A. Jr. 2006 Comment on Harry's Discussion of Ceramic Specialization and Agricultural
Marginality in the Prehistoric U.S. Southwest American Antiquity 71(2): 397-398
Rautman M. 1998 Handmade Pottery and Social Change: the view from Late Roman Cyprus Journal
of Mediterranean Archaeology 11(1): 81-104
Rice P. M. 1991 Specialization, Standardization, and Diversity: a retrospective in: R. L. Bishop & F.
W. Lange (eds.) The Ceramic Legacy of Anna O. Shepard Colorado: University of Colorado
Press. 257-279.
Shimada I. ed 2007 Craft production in complex societies : multicraft and producer perspectives Salt
Lake City: University of Utah Press
Sillar B. 1997 Reputable pots and disreputable potters: individual and community choice in present-day
pottery production and exchange in the Andes. In: C. Cumberpatch and P. Blinkhorn (eds) Not
So Much a Pot, More a Way of Life Oxbow Monograph, Oxford. 1-20.
Underhill, Anne P. 2003 Investigating Variation in Organization of Ceramic Production: An
Ethnoarchaeological Study in Guizhou, China. Journal of Archaeological Method and
Theory 10(3):203-275.


15
6 Made for Export?
Identifying sources and interpreting distribution patterns

Pots are frequently traded, exchanged or transported away from their production sites. This is important
evidence from which we can interpret some aspects of socio-economic relationships in the past, ideally,
this requires the identification of the source of the raw materials (i.e. relating the pottery fabric to the
geological origin of the raw materials) or production sites (e.g. locating the kilns and piles of wasters at
the production centre). We can also prepare distribution patterns by recording the location and quantity
of specific pottery forms, styles or fabric types, but, the interpretation of these distribution patterns
should include a careful consideration of how this evidence was collected and what has affected the
intensity and reporting of previous archaeological work used in the study.

Practical: Further examples of pottery technology and discussion of
potential practical essay topics

Essential Reading:
Orton C., P. Tyers and A. Vince 1993, Pottery in archaeology, Cambridge: Cambridge University Press.
INST ARCH KD3 ORT. Chapter 15.
Knappett, C., Kilikoglou, V., Steele, V. and B. Stern, 2005. The circulation and consumption of Red
Lustrous Wheel-made ware: petrographic, chemical and residue analysis, Anatolian Studies 55,
25-59.

Further Reading:
Arnold D. E., H. Neff, and R. L. Bishop 1991 Compositional Analysis and sources of pottery: an
ethnoarchaeological Approach American Anthropologist 93: 70-90
Connell S. V. 2002 Getting Closer to the Source: Using Ethnoarchaeology to Find Ancient Pottery
Making in the Naco Valley, Honduras Latin American Antiquity 13(4): 401-417.
Hodder I. 1974 Regression analysis of some trade and marketing patterns World Archaeology 6(2),
172-189.
Howard H. and Morris E., (eds.) 1981 Production and distribution: A ceramic viewpoint, B.A.R.
International series No.120, Oxford.
Lyne M. A. B. & R. S. Jefferies 1979 The Alice Holt/Farnham Roman Pottery Industry C.B.A.
Research Report No 30. London.
Morris E. L. and A. Woodward 2003 Ceramic Petrology and Prehistoric Pottery in the UK
Proceedings of the Prehistoric Society 69 279-303
Parker-Pearson M. 1990 The production and distribution of Bronze Age pottery in South-Western
Britain Cornish Archaeology 29: 5-32
Peacock D. P. S. & D. F. Williams 1986 Amphorae and the Roman economy; an introductory guide.
Longman, London.
Rice P. M. 1987, Pottery analysis, Chicago: Univ. of Chicago Press. chapters 13 and 14 Pg 371-425
Tite M. S. 1999 Pottery Production, Distribution, and Consumption the contribution of the physical
sciences Journal of Archaeological Method and Theory 6(3): 181-233.
Pool C. A. And G. J. Bey III 2007 Pottery economics in Mesoamerica Tucson: University of Arizona
Press
Tomber R. & J. Dore 1998 The National Roman Fabric Reference Collection Museum of London
Archaeology Service Monograph No. 2.
Tyres P. 1996 Roman Pottery in Britain Batsford, London.
Wilson L. and Pollard A. M. 2001 The Provenance hypothesis in D. R. Brothwell and A. M. Pollard
(eds.) Handbook of Archaeological Sciences Chichester: Wiley and Sons Ltd. 508-517
16

7 Dealing with Assemblages: the excavation, identification,
quantification and reporting of archaeological assemblages

The study of archaeological pottery starts at the point of excavation when important decisions are made
about what material to recover, what contextual information to record and the initial cleaning and sorting
of the pottery. Archaeological pottery is usually sorted through a series of stages, initially separating it
from other excavated materials, then sorting the pottery into different groups or categories. At what
stage is it necessary to consider the research questions that the pottery is being used to address and how
the pottery assemblages will be related to previous work in the area? In this lecture we will consider
how archaeological pottery is treated from the moment of excavation to its presentation in the finds
report and how this affects the types of data that are available for interpretation, including a
consideration of the use of illustrations, tables, graphs and other ways of summarising and presenting
data

Practical: Discussion of how to quantify and record pottery
assemblages
Essential Reading:
Aimers, J. J., 2007 The curse of the Ware: using ceramic systems in Belize in J. Morris, S. Jones, J.
Awe and C. Helmke (eds.) Research in Belizean Archaeology Vol 4
Allison, P. M., 1997 Why do excavation reports have finds catalogues? In: Not so much a pot, more a
way of life: current approaches to artefact analysis in archaeology C. G. Cumberpatch and P.
W. Blinkhorn 77-84 Monograph 83 Oxford: Oxbow
Brooks A. and G. Connah 2007 A hierarchy of servitude: ceramics at Lake Innes Estate, New South
Wales Antiquity 81: 133-147
Orton C., P. Tyers and A. Vince 1993, Pottery in archaeology, Cambridge: Cambridge University Press.
Chapters 4, 7, 9, and 16.

Further Reading:
Barrett J. C. 1991 Bronze Age Pottery and Problems of Classification in J. Barrett, R. Bradley and M.
Hall (eds.) Papers on the Prehistoric Archaeology of Cranborne Chase Oxbow Monographs
No.11, Oxford pp.201-231.
English Heritage 2006 Management of Research Projects in the Historic Environment The MoRPHE
Project ManagersGuide
Gibson A. and A. Woods 1990 Prehistoric Pottery for the Archaeologist Leicester University Press,
Leicester
Hingley R. and S. Willis (eds.) 2005 Roman finds : context and theory : proceedings of a conference
held at the Univeristy of Durham Oxford: Oxbow Books
Institute of Field Archaeologists 2000. Standard and guidance for the collection, documentation,
conservation and research of archaeological materials.
Prehistoric Ceramics Research Group 1995 The study of later prehistoric pottery: general policies and
guidelines for analysis and publication. PCRG Occasional Papers 1 and 2.
Symonds R. P. & S. Wade 1999 Roman pottery from excavations in Colchester, 1971-86 Colchester:
Colchester Archaeological Trust
Wheat J. B. 1991 Ceramic Classification: Bradfield and Shepard, Types and Varieties in: R. L. Bishop
and F. W. Lange The Ceramic Legacy of Anna O. Shepard University Press of Colorado,
Niwot, 121-131.
Whitbread, I. K. 1989.A proposal for the systematic description of thin-sections towards the study of
ancient ceramic technology. In: Maniatis, Y. (ed.) Archaeometry: Proceedings of the 25
th

International Symposium. Elsevier, Amsterdam: 127138.
17
8 Pottery Consumption: use, breakage and disposal

This session will consider the function of pottery and how we can analyse pottery use
from the vessels themselves (e.g. size, form, surface appearance, residue analysis) and
wider archaeological evidence (e.g. the context in which the vessels were recovered,
iconographic evidence) We will discuss the importance of studying pottery breakage
and disposal patterns as an aid to interpreting the use of space around the site, in relation
to understanding the function and value of the pottery within consumption sites, and to
help understand taphonomic processes on site.

Practical: Pottery Assemblage: disposal habits, taphonomic processes and
dealing with fragmentation.

Essential Reading:
Berg I. 2004 The meaning of standardisation: conical cups in the late Bronze Age Aegean Antiquity
78(299): 74
Goulder J. 2010 Administrators' bread: an experiment-based re-assessment of the functional and
cultural role of the Uruk bevel-rim bowl Antiquity 84(324): 351-362
Wengrow D. 2001 The evolution of simplicity: aesthetic labour and social change in the Neolithic Near
East World Archaeology 33(2): 168-188

Further Reading:
Brown D. 2005 Pottery and manners In: Consuming passions: dinning from antiquity to the eighteenth
century eds. M. Carroll, D. M. Hadley and H. Willmottt Stroud: Tempus publishing 87-100
Charters S., R. P. Evershed, L. J. Goad, A. Leyden, P. W. Blinkhorn, and V. Denham 1993
Quantification and distribution of lipid in archaeological ceramics: implications for sampling
potsherds for organic residue analysis and the classification of vessel use Archaeometry
35(2): 211-221.
Tite M. S., V. Kilikoglou and G. Vekinis 2001 Review Article: Strength, toughness and thermal shock
resistance of ancient ceramics, and their influence on technological choice. Archaeometry
43(3) 301-324. see also the discussion of this article in Archaeometry 45: 163-183.
Allison P. M. 2004 Pompeian Households: an analysis of their material culture Monograph 42
Cotsen Institute of Archaeology: University of California: Los Angeles
Arthur J. W. 2002 Pottery Use-alteration as an indicator of socioeconomic status: an
ethnoarchaeological study of the Gamo of Ethiopia Journal of Archaeological Method and
Theory 9(4) 331-355
Biddulph, Edward 2005 Last Orders: choosing pottery for funerals in Roman Essex Oxford Journal of
Archaeology 24(1): 23-45
Bollong C. A. 1994 Analysis of Site Stratigraphy and Formation Processes Using Patterns of Pottery
Sherd Dispersion Journal of Field Archaeology 21 15-28
Costin, C. and Earle, T. 1989 Status distinction and legitimation of power as reflected in changing
patterns of consumption in Late Prehispanic Peru. American Antiquity 54:691-714.
Deal M. and M. B. Hagstrum 1995 Ceramic reuse behavior among the Maya and Wanka: Implications
for Archaeology in J.M. Skibo, W. H. Walker and A. E. Nielsen (eds.) Expanding Archaeology
Salt Lake City, University of Utah Press 111-125.
Frankel D. and J. M. Webb 2001 Population, Households and Ceramic Consumption in a Prehistoric
Cypriot Village Journal of Field Archaeology 28: 115-129
Hayden B. & A. Cannon 1983 Where the garbage goes: Refuse disposal in the Maya highlands Journal
of Anthropological Archaeology vol.2. 117-163.
18
Heron C. and R. P. Evershed 1993 The analysis of organic residues and the study of pottery use in
Schiffer M. B. (ed.) Archaeological Method and Theory Vol. 5 Academic Press. New York
247-284.
Hill J. N. 1968 Broken K. Pueblo: Patterns of form and function in Binford L. R. and S. R. New
Perspective in Archaeolgy Aldine Chicago p. 103-142.
Schiffer M. B. 1989 Formation Processes of Broken K Pueblo: Some Hypotheses. In: R. D. Leonard and
G. T. Jones (eds.) Quantifying Diversity in Archaeology. Cambridge University Press,
Cambridge. pp. 37-58
Wilkinson T. J. 1989 Extensive Sherd Scatters and Land-Use Intensity: Some Recent Results
Journal of Field Archaeology 16 (1989) 3146







19

9

Full day Practical and Discussion We will work on and discuss the recording
of a pottery assemblage in relation to the pottery reports that students have been reading.


Essential Reading:
Pick a pottery report describing an assemblage of pottery from a period or region that interests you
and prepare a critique to discuss during the last class of term. Some of the criterion you may wish to
consider when looking at finds reports are given on the next page.


Further Reading:
Rouillard S. E. 1987 The Iron Age Pottery from Meare Village East in Coles, J. (ed.) Meare Village
East: the excavations of A. Bulleid and H. St George Gray 1932-1956 Somerset Levels Papers
No 13: 183-221
Coles, J. And S. Minnit 1995 Industrious and Fairly Civilized: the Glastonbury Lake Village Somerset
Levels Project and Somerset County Council Museums Service, Somerset
Cunliffe B. 2005 Iron Age communities in Britain : an account of England, Scotland and Wales from
the seventh century BC until the Roman conquest London: Routledge
Cunliffe B. and C. Poole 1991 Danebury: An Iron Age Hillfort in Hampshire, Volume 5. The
excavations 1979-1988: the finds CBA Research Report 73
Gibson A. 2002 Prehistoric Pottery in Britain and Ireland Stroud, Gloucestershire: Tempus
Moore, T., 2007 Perceiving Communities: Eschange, Landscape and Social Networks in the Later Iron
Age of Western Britain Oxford Journal of Archaeology 26(1): 79-102
Orme B. J., J. M. Coles and C. R. Sturdy 1979 Meare Lake Village West: a report on recent work
Somerset Levels Papers 5: 6-17
Peacock D. P. S. 1968 A petrological Study of Certain Iron Age Pottery from Western England
Procedings of the Prehistoric Society 34, pp.414-427.
Prehistoric Ceramics Research Group 1995 The study of later prehistoric pottery: general policies and
guidelines for analysis and publication. PCRG Occasional Papers 1 and 2.
Rouillard S. E. 1987 The Iron Age Pottery from Meare Village East in Coles, J. (ed.) Meare Village
East: the excavations of A. Bulleid and H. St George Gray 1932-1956 Somerset Levels Papers
No 13: 183-221
Woodward A. and J. D. Hill (eds.) 2002 Prehistoric Britain: the ceramic basis Oxford : Oxbow

Prehistoric Ceramics Research Group: http://www.prehistoric-ceramics.org.uk

20
Questions to consider when reviewing a ceramics reports

Choose a site report or a detailed report of an assemblage of pottery from a period
and/or a region of the world that you are interested in and review the role that the
ceramic report has in relation to both this particular site and the study of contemporary
ceramics from the area.

What are the intentions of the report? Does the author explain these clearly? (e.g. what
research questions were they addressing? Are these mainly related to the production,
distribution and use of the pottery, or to the dating, function and cultural affiliation of the
site?

How easy is it to identify which ceramics came from which archaeological contexts?
Can you relate the ceramics to other finds or other environmental data from the same
context?

Is there any description of how the ceramics were excavated, cleaned and catalogued?
Does the author describe the methods of analysis used?

How are the ceramics described? (e.g. fabric descriptions, illustrations, quantification of
data).

How is the pottery quantified? (e.g. by fabric, form, type or date, is this in relation to
each context, or broad periods.

What features of the ceramic are highlighted in the illustrations (e.g. do the drawings,
photographs, tables etc. emphasise fabric, form, surface treatment, decoration, or
manufacturing technique?) What percentage of the pottery is illustrated? Are these
illustrations described as typical or exceptional pieces?

How is this ceramic report related to previous work on contemporary pottery? (e.g. by
reference to previous reports and pottery typologies or previous research questions.)

How easy would you find it to compare the illustrations and descriptions in this report to
an assemblage of pottery from another archaeological site?

Does the report explain where this ceramic assemblage is now? (In case you want to go
back and do your own analysis?)

How is this ceramic analysis used in the rest of the site report? Does it contribute to the
research agenda for the site as a whole?
21
10 Interpreting Pottery: Overview and Student Presentations


In this session we will re-visit issues that have emerged during the course with students
either bringing examples of pottery reports that they have looked at, examples of pottery
they have started to analyse, or examples that they are using in their essays to discuss
research issues and strengths and limitations of previous work.



International Pottery Research Conference !!
10.00 a.m. to 1.00 p.m.
11.30 a.m. refreshments

Each student should prepare a 5 minute presentation which briefly introduces the pottery
assemblage, report or examples which they have selected and then discuss how their
review of this relates to one or more of the issues raised by the course. This may be any
aspect of the production technology, iconography, distribution, use, disposal, excavation,
curation, publishing or archiving of the pottery. Students should use their own
observation of the vessel or previous excavation reports to address these issues, or
suggest further analysis that could be undertaken. Alternatively students may present
the case study/question they have selected for their coursework assessment.



22
Essay Topics

WORD-LENGTH
Strict new regulations with regard to word-length have been introduced UCL-wide. If your work is
found to be between 10% and 20% longer than the official limit you mark will be reduced by 10%,
subject to a minimum mark of a minimum pass, assuming that the work merited a pass. If your work is
more than 20% over-length, a mark of zero will be recorded. The following should not be included in
the word-count: bibliography, appendices, and tables, graphs and illustrations and their captions.

SUBMISSION PROCEDURE
Please note that new, stringent penalties for late submission have been introduced UCL-wide. Please see
the Coursework Guidelines on the IoA website (or your Degree Handbook) for further details of
penalties. Late submission will be penalized in accordance with these regulations unless
permission has been granted and an Extension Request Form (ERF) completed. (The mark will be
reduced by 5 percentage points for the first days delay, a further 10 percentage points if it is submitted
in the subsequent 6 days, and a mark of 0 will be given thereafter.) The submission date for these
penalties will be monitored via Turnitin (see below), so in addition to submitting hard copy, students
must submit their work to Turnitin before midnight on the day of the deadline. Students are required to
submit hard copy of all coursework to the course co-ordinators pigeon hole via the Red Essay Box at
Reception on, or before, the appropriate deadline. The coursework must be stapled to a completed
coversheet (available from the web, from outside Room 411A or from the library).

Students who encounter technical problems submitting their work to Turnitin should email the nature of
the problem to ioa-turnitin@ucl.ac.uk in advance of the deadline in order that the Turnitin Advisers
can notify the Course Co-ordinator that it may be appropriate to waive the late submission penalty. If
there is any other unexpected crisis on the submission day, students should telephone or (preferably) e-
mail the Course Co-ordinator, and follow this up with a completed ERF

Note that Turnitin uses the term class for what we normally call a course.

1. Ensure that your essay or other item of coursework has been saved properly, and that you have
the Class ID for the course (available from the course handbook or here:
http://www.ucl.ac.uk/archaeology/studying/undergraduate/courses
http://www.ucl.ac.uk/archaeology/studying/masters/courses
and enrolment password (this is IoA1011 for all courses this session - note that this is capital
letter I, lower case letter o, upper case A, number 1, zero, number 1, number 1)
2. Click on http://www.submit.ac.uk/static_jisc/ac_uk_index.html (NB Not www.turnitin.com,
which is the US site) or copy this URL into your favourite web browser
3. Click on New user
4. Click on Enrol as a student
5. Create an account using your UCL or other email address. Note that you will be asked to specify a
new password for your account - do not use your UCL password or the enrolment password, but
invent one of your own (Turnitin will permanently associate this with your account, so you will
not have to change it every 3 months unlike your UCL password). Once you have created an
account you can just log in at http://www.submit.ac.uk and enrol for your other classes without
going through the new user process again.
6. You will then be prompted for the Class ID and enrolment password
7. Click on the course to which you wish to submit your work.
8. Click on the correct assignment.
9. Double-check that you are in the correct course and assignment and then click Submit
10. Attach document

23
If you have problems, please email the Turnitin Advisers on ioa-turnitin@ucl.ac.uk, explaining the
nature of the problem and the exact course and assignment involved.

One of the Turnitin Advisers will normally respond within 24 hours, Monday-Friday during term. Please
be sure to email the Turnitin Advisers if technical problems prevent you from uploading work in time to
meet a submission deadline - even if you do not obtain an immediate response from one of the Advisers
they will be able to notify the relevant Course Coordinator that you had attempted to submit the work
before the deadline.

Turnitin advisors will help you via email ioa-turnitin@ucl.ac.uk if needed.

Institute of Archaeology coursework guidelines are given here:
http://www.ucl.ac.uk/archaeology/handbook/common/marking.htm.

The full text of this handbook with online reading lists is available here:
http://www.ucl.ac.uk/archaeology/studying/masters/courses/ARCLG112




24

ASSESSMENT

The course is examined by means of a 3500 word Essay, and an Essay Plan. The prior submission of
your essay plan allows the course-coordinator to give you feedback and direction, and supports you in
developing research skills that will be applicable when it comes to your dissertation.

1) Essay Plan: Select one of the essay questions and prepare an essay plan consisting of:
a) 500 words discussion of how you will address the question, what case studies you will use and
what are the main points you want to make,
b) a one page essay outline with section headings (and if necessary short explanation of what you
will cover in each section)
c) a preliminary bibliography (this could be arranged in sections identifying general literature,
case studies, and analytical techniques).
2) The Essay a 3500 word essay on your selected topic.

You will be given feedback on your essay plan to support the development and presentation of your final
essay. You should attach your original essay plan with the course-coordinators comment to the back of
your final essay submission. However, only the mark given to the final essay will go forward to the
exam board so that you have the opportunity to benefit from and respond to the feedback on the essay
plan.

NOTE: Your essay will be assessed on the quality of the research, the breadth of reading, the depth of
analysis and its completeness. You should seek to demonstrate a good knowledge of relevant literature
and a critical consideration of the methodological and philosophical issues you have chosen to discuss.
Where a practical project has been undertaken, take care to describe the purpose of the research, the
methods used, the results of your analysis, the conclusions you have reached and, where appropriate,
discuss any wider implications arising from your study or further analysis that you feel should be
undertaken. Even if you focus on a regional case study, or a specific assemblage of pottery, make sure
you locate your study in relation to more general and theoretical literature. All written work should have
a clear structure and be concisely and unambiguously expressed in good English. Illustrations (such as
drawings, photographs, tables and charts) should be used where appropriate and frequently provide
essential examples and present data succinctly, but their relevance must be explained at an appropriate
point in the text. The topics chosen for each item of coursework should not overlap significantly
with the topics of other items of coursework on this or other courses.

The basic readings for these essays will be found in relation to the appropriate lecture or practical class
and the supplementary reading list provides further references organised around the similar themes to the
lectures and essay topics. If you have any problems identifying or locating appropriate reading material
please ask Bill Sillar for guidance.
25
Essay Topics


1 Archaeologists often use pottery fabrics to classify ancient ceramics. Critically discuss examples
of this approach to consider its practical advantages and disadvantage as well as what research
questions it does or does not address.
2 Using examples from ceramic studies, critically discuss the degree to which ethnoarchaeologists
and archaeologists have been successful in identifying and explaining changes in the
organisation of production.
3 What has the Ceramic Ecology approach contributed to our understanding of the past? Does
ceramic research require a distinctive framework from other aspects of archaeological or artefact
research?
4 Course tempered and undecorated pottery may co-exists alongside pottery that is more carefully
finished with decoration, is some cases the coarser potter continues to be made when the finer
or decorated pottery stops being produced. What factors could you use to explain this and how
would you assess them?
5 Pottery production rarely takes place in isolation. Discuss, using examples, how you would study
the relationship between pottery making and other craft activities.
6 Discuss changes in the production, distribution and function of pottery in England from the early
Iron Age to the Anglo-Saxon period. How should these changes be understood? (You may
address this question in relation to another specified area and time period)
7 Discuss different methods used to determine the source(s) of pottery and map its distribution.
How would you begin to interpret which factors influenced this distribution pattern?
8 How successfully has the function of ancient pottery been studied?
9 Select two distinct regions of archaeological research and compare and contrast approaches to
pottery analysis and publication used in these regions.
10 Select either a single pot or a small group of related pots and prepare an illustrated Chane
Opratoire that explains its/their production. Show which stages can be identified from material
evidence on the artefact and discuss which stages would require confirmation through further
analysis or more contextual information. What might be the advantages and disadvantages of
adopting this as an approach for analysing archaeological pottery? (Please consultation with the
course coordinator if you wish to access material in the Institute of Archaeology collections.)
11 Take a small pottery assemblage. After analysing this material write a brief report of the
assemblage. Then critically discuss the benefits and limitations of your report. (Please
consultation with the course coordinator if you wish to access material in the Institute of
Archaeology collections.)
12 Discuss the degree to which the form and size of inclusions within a pottery fabric could be used
to assess how the temper and clay were prepared by the potter.
13 To what extent can the degree of standardisation in pottery production be measured, compared or
interpreted?
If you would like to write an essay on a different topic please discuss this with the course co-ordinator.
26
TIMETABLE
Interpreting Pottery G112

Mondays 10.00 am - 12.00 noon + practicals till 4.00 p.m.

Room B13

30
th
Sep. Course Outline: The pottery cycle (raw materials, forming, firing and use) and the
interpretation of archaeological assemblages.
Practical: Sorting an assemblage of Iron Age pottery sherds from Meare Lake Village.

7
th
October Preparing the paste: selection and preparation of clay and temper, the clay/water system.
Practical: working with different clays and tempering materials

14
th
October Pottery forming techniques: ethnographic and archaeological examples.
Practical: techniques used in making and decorating pots.

21
st
October Pottery firing methods: differences in their function and archaeological identification.
Practical: examination of fired brickets and archaeological pots to discuss how to
identify fabric groups and firing methods from archaeological remains.

28
th
October Organisation of production: craft specialisation and standardisation
Practical: looking for signs of pottery technology on ethnographic and ancient pots.

Reading Week (4
th
to 8
th
November)

11
th
Nov. Made for Export? Identifying sources and interpreting distribution patterns
Practical: Further examples of pottery technology identifying student projects

18
th
Nov. Dealing with Assemblages: the excavation, identification and quantification of
archaeological assemblages
Practical: Discussion of how to quantify and record pottery assemblages

19
th
November - Deadline for Essay Proposals

25
th
Nov. Pottery Consumption: use, breakage and disposal.
Practical: Continuing with a pottery assemblage with a focus on the effects of disposal
habits, taphonomic processes and dealing with fragmentation.

2
nd
December. From excavation to interpretation: the role of pottery specialists and the use of finds
drawings, tables and charts
Discussion We will work on and discuss the recording of our pottery assemblage in
relation to the pottery reports that students have been reading

9
th
December Course Overview: Student presentations and discussion session


15
th
January 2013 Deadline for Essay

Turnitin ID code: 605691 Password: IoA1314