Blog Archives

Review: Balkan Heritage Field School's Apollonia Pontica Excavation Project

3/26/2015

* This review was written by Matthew, a PhD student studying Roman archaeology at UNC Chapel Hill. Matthew received his Master's in Classics from the University of Arizona and BA in Archaeology from the University of Evansville. His research interests focus on Roman archaeology and architecture from the late Republic into the High Empire. Matthew participated in Balkan Heritage's Heraclea Lyncestis project as an undergraduate, and worked as a square supervisor and field instructor at last summers Apollonia Pontica project. Thanks, Matthew!

FIELD SCHOOL & WEBSITE: Balkan Heritage Field School's Apollonia Pontica Excavation Project
LOCATION: St. Kirik Island, Sozopol, Bulgaria
AFFILIATIONS: Balkan Heritage Foundation, Apollonia Pontica excavation team, Archaeological Museum of Sozopol, New Bulgarian University
LENGTH & DATES: Session I: 27 June - 11 July 2015; Session II: 11 - 25 July 2015; Session III: 27 June - 18 July 2015
HISTORY: The first archaeological survey on the island was conducted in 1904 by the French consul and scholar L. Degrand. The results from the excavations were never published and many artefacts from Archaic and Classical Greek period found there were transported to France and exhibited in the Louvre. For approximately 100 years after that the territory of St. Kirik Island was used as a military zone by the Bulgarian Ministry of Defence. In 2005 the island was demilitarized and in 2009 the Apollonia Pontica Excavation Team lead by Dr. Krastina Panayotova restarted the excavations.
CURRENT PROJECT: This season, the project will likely include excavations at the top of the island, in the area of the Archaic and Classical Greek and Hellenistic temples, Ancient Greek Copper Foundry, and the Early Christan basilica and necropolis.
STAFF: The dig is directed by Krastina Panayotova, professor and head of the Department of Classical Archaeology, National Institute of Archaeology and Museum, Bulgarian Academy of Sciences.
COST: 1189 EUR (Approximately $1,329 USD)
CREDITS: Up to 9 credits from New Bulgarian University

Tell us about your field school experience.

In July 2014 I participated in Balkan Heritage's Apollonia Pontica project on St. Kirik Island off of Sozopol, Bulgaria as a square supervisor and field instructor. I had taken part in the project in the same capacity the previous year but for only two weeks at the beginning of August. Since the excavation season of August 2013 was such an interesting experience and had yielded impressive new finds, I was excited to return to the site to see for myself what had been done during the second two weeks of the previous August and to do further field work at the site. The site is an attractive one since the early 19th century naval academy sits above basilica remains belonging to Late Antiquity and remains from an Archaic period sanctuary to Apollo. Despite a ferocious thunderstorm and the consequent flooding of the excavations squares at the site for the next two days, the dig season was a success, resulting in the find of a large retaining wall perhaps associated with early activity at the site as well as numerous interesting small finds. The whole team worked well together and enjoyed their time both at the site and off.

While not at work the team enjoyed time to walk around and spend time on the beach at seaside Sozopol, which was founded as the Greek colony of Apollonia Pontica in the mid-late 7th century BC. Weekend trips took the dig participants to nearby sites such as the Thracian rock sanctuary of Begliktash and Nesebar, which was founded as the Greek colony Messambria around the time of Apollonia Pontica's foundation. Thus, the project's participants were able to get an idea of the broader history of the region as well as that of Sozopol. Those participants who had returned to the project for another year were able to take additional trips in the area, too, to other towns that started off as Greek colonies, Achtopol (ancient Agathapolis) and Pomorie (ancient Anchialos).

What skills did you learn?

In my work on St. Kirik I continued to gain experience digging and filling out field documentation. For example, this last season I gained experience in uncovering and interpreting architectural structures (in this case a perimeter wall) that stretched into multiple squares. My squaremates gained experience in digging and written documentation as well as in drawing and photo documentation. Although no graves were uncovered this dig season, in August 2013 I had the chance to help with the excavation of a couple of Late Antique Christian burials of a young adult and child. During the middle two weeks of that dig season the two burials were thoroughly and effectively excavated by my square mates.

How were the accommodations?

Accommodations for the team were divided between a guest house and military academy hotel in the newer part of the town. Most of the team was housed in the guest house, which was located only a couple streets away from the military hotel. The rooms were simple but nice, and most had small patios. The internet was for the most part reliable, and the guest house had a common room with patio on the top floor. Although at times our gatherings (ex. karaoke night) were a bit too loud for the landlord's liking (and she was sure to let us know how she felt), this common area was an enjoyable place to hang out after a good day of work. This area was also where most of the project's educational lectures were held. Our meals were provided at a restaurant up the hill from the guest house.

What are the pros and cons of this field school?

In general I was quite happy with the field school last summer. The site was always exciting for me to visit, and Sozopol is a nice little town with good restaurants, some shopping opportunities, and interesting cultural highlights (ex. ruins and a museum). I also enjoyed the weekend trips that I was able to take with the group in the area since numerous historical sites are located on the Black Sea coast.

As far as cons go, there were only a few that I noted. One is that the hotel's internet could be a bit elusive at times while another is that the BH team did not have the whole guest house to itself and thus had to be a bit cautious at night so as not to disturb other hotel patron, which curbed a bit the fun we were able to have on Youtube karaoke night. Another complaint of some participants was that the food at the restaurant we ate at for all our meals was often overly filling and at times a bit boring (as in they got too used to having some of the same dishes).

Would you recommend it?

I would certainly recommend this field school project to anyone who is interested in the history and archaeology of Bulgaria, ancient Thrace, particularly in the region's Late Antique and Archaic Greek periods. Despite some minor complaints from some project participants (which mostly regarded food), everyone from the project's three sessions enjoyed the project. As I mentioned before, a few participants from the August 2013 season enjoyed their experience so much that they returned for the July 2014 season.

The group in Nessebar.

The group at Begliktash.

Working on a wall feature.

Bailing out the squares after a thunderstorm.

Session 1 square presentations.

Review: Balkan Heritage Field School's Ancient Greeks in the Land of Dionysus Project- Excavation of Emporion Pistiros, Thrace

3/18/2015

1 Comment

* This review was written by Ashlee, a PhD student at SUNY Buffalo. Ashlee attended the field school in 2013, and will be returning this summer. Thanks, Ashlee!

FIELD SCHOOL & WEBSITE: Balkan Heritage Field School's Ancient Greeks in the Land of Dionysus
Project- Excavation of Emporion Pistiros, Thrace
LOCATION: Emporion Pistiros, between the small towns of Septemvri and Vetren, Southern Bulgaria
AFFILIATIONS: Balkan Heritage Foundation, National Archaeological Institute, Bulgarian Academy of
Sciences, Pazardzhik Regional Museum of History, Septemvri Archaeological Museum "Prof.
Mieczyslaw Domaradzki","Pistiros" Association, New Bulgarian University (Bulgaria), Queen's
University, Department of Classics, Canada
LENGTH & DATES: Session I: 26 July – 9 August 2015; Session II: 9-23 August 2015; Session III: 26 July
– 16 August 2015
HISTORY: The ruins of an ancient Greek trade center (emporion) in the heart of Thrace were discovered
by Prof. M. Domaradzki in 1988. He started regular excavations and in 1990 his team found a stone
inscription (known as "Vetren inscription") that helped the scholars to identify the site as the Ancient
Greek emporion named Pistiros. Merchants from Greek coastal cities of Maroneia, Thassos and
Apollonia lived and traded there with their Thracian neighbors under the supreme protection of the
Thracian Odryssean kings (the biggest and mightiest Thracian Kingdom at that time).
CURRENT PROJECT In 2015 the Ancient Greeks in the Land of Dionysus - Excavation of Emporion
Pistiros, Thrace Project envisions further excavation one of the following site's areas: (1) the South-
Eastern sector - an area next to the fortification wall with higher concentration of cult artifacts and
features, (2) the Central sector of the site, where remains of the earliest period of the emporion's
existence are expected to be found, (3) the Extramural sector (outside of the fortification wall), where
archaeologists aim to collect further data about the settlement structure and history.
STAFF: Angela Pencheva, Balkan Heritage Program Manager; PhD student in Classical Archaeology at
Humboldt University-Berlin, Germany.
COST: Starts at 1,147 Euros (approx. $1,279 USD)
DEADLINES: Applications are accepted until all places are filled, or, at the latest, July 1st, 2015
CREDITS: Up to 9 credits from New Bulgarian University
APPLICATION PROCESS: Submit application and, after acceptance, make a down payment

Tell us about your field school experience.

I worked on a project called Ancient Greeks in the Land of Dionysos - Excavation of Emporiom Pistiros, Thrace. It is a classical Hellenistic site dating between the 5th and 3rd c. B.C.E. It is located in southern Bulgaria just outside the town of Septemvri. It seems to be a location where Greek merchants traded with the Odryssian kingdom of Thrace. This site was an important metal extraction location on the banks of the Hebros River. In antiquity, the river was much larger and more navigable than it is today. There was a fortification wall around the city that measured about 300 by 400 meters square. The site itself was only discovered after an inscription was found in a farmer's field not far from the site, which was once a Roman road. The inscription discusses the founding of the city and the only documented mention of the Thracian royal court.

The site itself is extremely influential to Bulgarian history and more specifically to for Thracian history. As a beginning student in the field of archaeology, the site provided ample opportunities to learn and experience different methods in archaeology. We spent time excavating on the site between 7:30 and 1:00 each day and then had nightly lectures on a variety of different topics. On the day off each week we were taken on excursions throughout Bulgaria to visit museums and learn Bulgarian cultural history. During our time off we found exploring the town, hiking into the local woods, visiting the nearby Hot Springs, swimming in the river, playing games at the hotel pool, testing different local foods, and making friends with the many stray cats to be quite entertaining. I really enjoyed my experience because I learned so much about archaeology, made some great friends, and established a love for the country of Bulgaria.

What skills did you learn?

Through the Balkan Heritage Field School I learned a large array of different field techniques and research methods. The program was set up so that we spent Monday through Saturday working at the site. Each day began early in the morning with breakfast and transportation to the site. Then, before we started our daily excavation would be briefed about new field techniques that would be used throughout the day. The rest of the day was spent on the site excavating in small groups under the direction of one of the Balkan heritage staff members and the site director. During the daily excavations we learned about proper excavation methods, we learned how to draw vertical and horizontal unit drawings, analyze stratigraphic layers, and use tools to measure the exact location of our finds. Each day we kept complete journals. We received a break midway through the day and afterwards we would clean or sort artifacts. One day, we were also lucky enough to be shown the soil flotation process at the site. One afternoon we also learned how to survey a field near the excavation site and on another occasion we surveyed an area of the little village that we stayed in.

The daily field excavations provided all of the skills necessary to work on any field project. However, there were also other lecturers and excursions to further our knowledge. After we returned from the site and ate lunch there was a daily lecture, which ranged in discussion from the history of the site, to laboratory methods, and conservation and reconstruction workshops. The lectures brought in professors, museum curators, and professional archaeologists from important institutions in Bulgaria as well as from the international teams working at the site. On days where there is not a lecture we were usually taken to local museums or other sites said that we could learn about other finds in the area.

Finally, each Sunday was spent on an excursion to places such as Plovdiv or the Rose Valley. During each one of these excursions we were exposed to multiple museums and galleries. We were also taken to other archaeological sites and ancient Thracian tombs. The excursions allowed us to gain a greater understanding of the region as a whole, the archaeology throughout the region, and to gain a better understanding of Bulgarian culture. In the cities and towns where we would stop we were also able to explore and purchase souvenirs to take home.

How were accommodations?

When I attended the Emporia Pistiros field school in the summer of 2013 we stayed in a small village called the Vavara, which was located several kilometers from the actual site. We stayed at a local hotel that provided three authentic Bulgarian meals a day. There rooms accommodated 2 to 3 people. Overall they were spacious, clean, in each had its own bathroom. The hotel also had a pool where many students spent the afternoon relaxing after spending all day at the site excavating. The town was also small and friendly. Many afternoons we would walk through town looking at the gardens and buying chocolate in the local shops. The people in the town and in the hotel were extremely friendly and helpful. Transportation was provided to and from the site each day as well.

This year, the accommodations are at "Villa Terres", which is a newly built tourism complex, located in the southern part of the village Karabunar, 8 km from the motorway exit "Trakia" on the way to Velingrad. During the project workdays all participants will be given a lift from the hotel to the site (that is located 14 km away) and back. Based on the experience that I had I am sure that the accommodations will be excellent and well situated as they were in the past.

What are the pros and cons of this Field School? Would you recommend it?

Overall, this field school was excellent. The Balkan Heritage Foundation strives to make the best possible experience for students. They provide tons of opportunities to learn about archaeology field techniques and laboratory methods as well as immersing students into the Bulgarian culture.

The only complaints I have from this field school are in regards to the limited time available. I spent four weeks in Bulgaria working with this field school and that was only enough time to scratch the surface. I was lucky enough to get to work the entire time on a single unit because I learned about the process from the beginning but I would have liked to see where the project went. The skills and techniques that we learned had to be written down in detail because we were unable to practice or review them a lot. I believe this is a problem with most field schools. There is so much that they wanted teach us but limited time in which to perfect the technique. However, it established a firm base from which to continue working. I would have also liked to receive an update or site report from Emporia Pistiros because the site now holds great importance for me.

I would most definitely recommend this field school to anyone whether there are beginners or more advanced. It provides opportunities to learn hands-on enter perfect skills in the field. Although Bulgaria may not seem like a common destination for field schools it was the perfect location to learn a new set of skills among people who truly cared about the field. The Balkan Heritage Field School provided an environment that was both welcoming and friendly. The staff members are more than willing to help you with anything that you need and explain different parts of archaeology. They were extremely outgoing to ensure that you had a good experience and you learned as much as they could possibly provide in the limited time available. This field school provided a breakdown of all of the essential aspects of archaeology. As I have progressed into a graduate program I realize that this experience really prepared me for the field of archaeology. At the same time, is a wonderful environment for archaeology enthusiasts and not just students.

Anything else you think readers should know about this field school?

I would note that the earlier someone applies for the field schools there are more discounts on the price of tuition. There also discounts for things such as doing multiple sessions. As is, this field school is extremely affordable and well worth the cost. It caters for beginning students to advanced and archaeology hobbyists or enthusiasts.

1 Comment

Review: University of Utah's Field Course in Zooarchaeology and Field Ecology

3/18/2015

0 Comments

* This review was written by Allison. Allison says, " I attended this field school in the summer of 2013. At the time I was going into my senior year at UC Berkeley. I double majored in Anthropology and Integrative Biology. I knew I wanted to specialize in zooarchaeology, so I took this field school in order to learn more about it and develop my skills. I also knew I wanted to go to graduate school, but after taking this field school I decided to apply to the University of Utah in order to work with Dr. Broughton. So I applied and was accepted, and even received a research assistantship under Dr. Broughton. I'm finishing up my first year of grad school, and I want to specialize in applied zooarchaeology. I plan on staying at the U of U to earn my doctorate, and then work for Fish and Wildlife as a consultant for wildlife conservation and management." Thanks, Allison!

FIELD SCHOOL & WEBSITE: University of Utah's Field Course in Zooarchaeology and Field Ecology
LOCATION: Eagle Lake, California
AFFILIATIONS: University of Utah
LENGTH & DATES: June 20 – July 12, 2015
HISTORY: This field school has been taught by the same instructors since 1988.
CURRENT PROJECT: Students spend the first half of the field school attending lectures and labs and
other hands-on learning experiences, and then the second half conducting their own research
project either with zooarchaeological assemblages the instructors bring to the field station, or with
materials collected around Eagle Lake.
STAFF: The field school is led by Dr. Jack Broughton (Professor of Anthropology) from the University of
Utah, Dr. Frank Bayham (Professor of Anthropology) from California State University Chico,
Raymond J. Boggiatto (lecturer in the Biology Department) from CSU Chico, and Kevin Dalton
(lecturer in the Anthropology Department) from CSU Chico.
COST: The program costs includes tuition ($1,991.88) and a special fee to cover room and board and field trips ($2,399.00). Financial assistance may be available through the office of Financial Aid and Scholarships at the University of Utah.
DEADLINES: Application deadline is listed as “as soon as possible” and tuition and fees are due in early June 2015.
CREDITS: 6 hours of undergraduate credit are available from University of Utah
APPLICATION PROCESS: A simple application and proof of insurance

Tell us about your field school experience.

This field school was honestly the best thing I did during my undergraduate career. The group was small (they limit it to 10 students), so everyone was able to get a lot of one-on-one attention from the instructors who are at the top of their respective fields. We also were able to become a close-knit group and the faculty got to know us all really well. (Which is how I decided to attend University of Utah for graduate school to work with Dr. Broughton!)

The first half of the field school is sort of the learning phase. A typical day consists of breakfast, lectures, lunch, lab, and then some sort of outing or field trip. Lectures focus on the zooarchaeology and ecology of western North American fauna, and topics range from zooarchaeological methods, to the basics of behavioral ecology, to specific case studies. Lab sessions are more independent, hands-on learning with the skeletal comparative collections that they bring in from the U of U and CSU Chico museums. And field trips include (but are certainly not limited to) seining for fish at a nearby stream, catching snakes and bullfrogs in a marshy meadow, and hikes around the area to become familiar with the ecology and do field identifications of any plants, bones, or wildlife we come across. Then at the end of the first and the second week, we are tested on what we learned that week—but it’s not too bad!

Then as a reward for all of the hard work during the first two weeks, the class goes on a 4-night camping trip. This trip involves visiting famous archaeological sites in northeastern California, southern Oregon, and Nevada—including Paisley Caves (the oldest securely dated site in North America) and Fort Rock Cave. Along the way, the two-car caravan often stops for road kill (to make into comparative skeletons or study skins!), wildlife sightings, and road trip snacks. There are also plenty of campfires, night drives to catch kangaroo rats, and many more shenanigans.

Upon returning to the field station, students then get started on their independent research projects. They get the choice of working with an actual zooarchaeological assemblage from a site in western North America or collecting data from somewhere around Eagle Lake. Students get experience writing a research proposal and a scientific paper. Then at the end of the field school, students present their project at the Stanley J. Olsen Zooarchaeology Conference. Graduate students, faculty, and CRM professionals from all over western North America attend this conference and thus provide valuable networking opportunities.

What skills did you learn?

This field school gave me a strong foundation of zooarchaeological and ecological skills and knowledge. We learned how to identify fragmentary vertebrate remains both in the lab and in the field, with a focus on the animals of western North America, and we learned all about taphonomy and quantification of animal remains. We also learned all of the taxonomy and ecology of these animals, which is essential background knowledge for a zooarchaeologist. Furthermore, we learned about behavioral ecology and its application to zooarchaeology with an emphasis on foraging theory and prey choice models. And, as having a comparative collection is essential to zooarchaeological research, we learned how to prepare skeletal specimens and study skins from deceased animals.

We also gained invaluable experience planning and conducting a research project, writing a scientific paper, and presenting at a conference. The low student-to-instructor ratio allowed for a lot of one-on-one learning and advice.

How were accommodations?

The field school was held at a field station on the shore of Eagle Lake in northeastern California. The field station is owned and run by CSU Chico, and they hire a director who lives there full time. The year I was there, the director was a man named John. He cooked amazing dinners for us (breakfast was usually continental-style and lunch usually consisted of sandwiches and chips) and made sure we were all comfortable. We ate meals in the dining hall and had access to snacks, sodas, coffee, tea, and ice pops all day.

The instructors all stay in their own little cabins, and the students stay in two “dorm” buildings, which consist of two bathrooms and ten beds each. The beds are simple wooden frames with mattresses on top, and there are dividers between them for privacy. But as there were only 8 of us, we were able to spread out and there was no problem with space or privacy.

There is fairly decent cell reception around the station, but the wifi is kind of shoddy. However, we did make a couple of trips into town (an hour-long drive on a dirt road) to use Starbucks wifi for our research.

The field station has a conference room where we have our lectures, and a basic lab where we have space to study and conduct our research. There is also a little shed with a washer and dryer to do laundry if you need to.

What are the Pros and Cons of this Field School? Would you recommend it?

This field school is one of a kind—it is the only zooarchaeological field school in the U.S., if not the world. Whether you want to specialize in zooarchaeology or you just want to add another skill to your archaeological repertoire, this is the field school for you. Dr. Broughton and Dr. Bayham are both very well known and are at the top of the field of zooarchaeology. They are behavioral ecologists, and as such subscribe to a scientific (rather than an interpretive) framework for archaeology.

I learned more during this field school than I could have during a full semester in a classroom, and I got to do it in a beautiful place in the northern California woods. You will come away from this field school with the knowledge and experience you need to conduct your own zooarchaeological research. Not only that, but you will really get to know the instructors and the other students, so it is an invaluable opportunity for networking. But most importantly, this field school is a blast!

Honestly one of the biggest cons is that this field school isn’t long enough! I had so much fun that I didn’t want it to end! It may also feel a little bit overwhelming, as it is fast-paced during the first two weeks so that students can learn everything they need to know to conduct their research. But as long as you are willing to put in the work, it isn’t all that stressful and is actually very rewarding!

Some might be put off by the fact that this field school does not involve any sort of excavation. While excavation experience is necessary for an archaeological career, lab research experience and expertise is absolutely crucial for anyone who wants to be proficient in zooarchaeology. Plus, there are so many other field schools to get excavation experience, but this field school is one of a kind.

Finally, even though this field school is located in northern California, it is during summer so it does get very hot and there are mosquitoes and deer flies. So if you decide to attend, make sure to bring plenty of sun block, bug spray, a large water bottle, and a swim suit to take a dip in the nice cool lake (located just steps from the field station)!

I would absolutely recommend this field school. Even if you don’t want to specialize in zooarchaeology, every archaeologist should be capable of identifying bones. So if you are willing to put in the work and eager to have a lot of fun with awesome people in a beautiful place, this is the field school for you!

Anything else you think readers should know about this field school?

Even though the price seems a bit overwhelming, I can assure you that it is worth every penny. (And you can always look into scholarships for field schools—there are plenty of them!) You will learn so much and form long-lasting friendships and professional relationships. I wouldn’t be where I am today—a graduate student under Dr. Jack Broughton at the U of U—if it weren’t for this field school.

A student presents during the conference at the end of the field school

Exploring Paisley Caves (Golden Eagles still live there and leave lots of bones for us to identify)

Identifying bones on the shore of Eagle Lake

We were able to visit a petroglyph site

The instructors (L to R): F. Bayham, K. Dalton, J. Broughton, M. Broughton, R. Bogiatto

Collecting bones on the shore of the lake for our independent research projects

Eagle Lake is very pretty!

Learning how to make study skins

Hanging out around the campfire during our camping trip

Here I am with an American bullfrog we caught

Pit stop to collect a roadkill California quail

Seining for fish

Traveling in style

Dr. Jack Broughton showing the class a snake he caught

0 Comments

Review: nautical Archaeological Society Underwater Archaeology Field School

3/16/2015

0 Comments

* This is ArchaeoDirt's second review of the NAS Underwater Archaeology Field School. To see the first one, click here. This review was written by Nancy.

FIELD SCHOOL & WEBSITE: Nautical Archaeological Society International Field School at Northwestern Michigan College
OTHER LINKS: Check out a video from the 2014 field school, or their Facebook page.
LOCATION: Northwestern Michigan College, Traverse City, Michigan
AFFILIATIONS: Nautical Archaeological Society, Northwestern Michigan College
CURRENT PROJECT: Participants will assist with an archaeological survey of the Northport wreck,
located in 4-8 meters of water in Lake Michigan. The survey will document the nature, extent,
history, and condition of the site. The project is appropriate for both novice divers and snorkelers.
STAFF: Staff includes instructors from Northwestern Michigan College, Grand Valley State University,
Michigan Tech, the Nautilus Marine Group, and Nautical Archaeological Society tutors.
LENGTH & DATES: July 12th - 26th, 2015. Week 1 (7/12 - 7/18) includes basic courses, and Week 2
(7/20 - 7/27) includes advanced courses.
COST: Accommodation in the Northwestern Michigan College dorms costs $50/night. The Week 1 basic
course package is $1,299, and the Week 2 advanced course package is $1,399. Alternatively, you
can sign up for individual courses. Meals are not included.
CREDIT AVAILABLE: Both the NAS Part 1 and NAS Part 2 courses qualify for credit at Northwestern
Michigan College. Credits transfer to most major universities.
APPLICATION PROCESS: The course booking form and payment can be submitted as described here.

Tell us about your field school experience.

I am fortunate to live in the Grand Traverse area and have been involved with the field school since 2010. Because of the field school's affiliation with the Nautical Archaeology Society in Great Britain, I have earned three certifications and am working on my Part IV diploma. The instructors have all been top notch in their areas of expertise and have even extended assistance to me well after the field school experience.

What skills did you learn?

Skills I have learned are just too numerous to list all of them. To list a few, I can write and implement a project plan, operate a total station used to survey piers, shipwrecks, and a lighthouse. I have also learned the techniques of artifact illustration and the ship and boat construction course helps you to identify artifacts and remains of a shipwreck. I have had the opportunity to build and operate an underwater ROV, use sector scan sonar and learn the ancient technology of flint napping.

What are the pros and cons of this field school?

The pros of this field school is that it has given me the opportunity to continue using my skills by working on various underwater and foreshore archaeological projects in my community. I have worked on survey projects at Sleeping Bear Dunes National Park, Skegemog Point and Grand Traverse Bay. I cannot think of any cons.

Anything else you think readers should know about this field school?

The attendees have been a mix of college undergrads, professionals, teachers, local residents and those interested in maritime archaeology as a hobby. My experiences have been that we all come together and work as a team, learning and having some fun at the same time.

For those attending who do not have a vehicle, there are plenty of convenience stores, fast food and restaurant options within walking distance of NMC. We also have a great bus transit system.

I pursue nautical archaeology as a hobby with a purpose and continually go back each year to the field school to gain field work experience, practice my skills, assist other students and work towards my Part IV diploma.

Surveying remains of a small shipwreck.

Trial run of an ROV.

0 Comments

Review: Lower Pecos Canyonlands Archaeological Field School at Eagle Nest Canyon

3/16/2015

0 Comments

*This review was written by Jerod. Jerod studied at Texas State University, and now works as a staff archaeologist at the Shumla Archaeological Research and Education Center. His field work at Eagle Nest Canyon was a major factor in obtaining his position at Shumla. Thanks, Jerod!

FIELD SCHOOL & WEBSITE: Lower Pecos Canyonlands Archaeological Field School at Eagle Nest Canyon
OTHER LINKS: Check out the work that has been done over the past few years, or get a background for the
area here or here.
LOCATION: Langtry, Texas
AFFILIATIONS: Texas State University, Shumla Archaeological Research and Education Center
LENGTH & DATES: June 1 - July 1, 2015
HISTORY: Launched in 2009, Ancient Southwest Texas (ASWT) is a long-term research program aimed at
furthering the archaeological understanding of the Lower Pecos Canyonlands of southwest Texas.
CURRENT PROJECT: The current phase of investigation is centered on Eagle Nest Canyon (ENC). ENC is a tributary
of the Rio Grande entering on the north side of the river just downstream from Langtry, Texas.
STAFF: The field school is led by Steve Black and Charles Koenig of Texas State University.
COST: Total program cost is $2,657.08, which includes tuition ($1,432.08), program fees such as lodging and meals ($1,200), and a non-refundable application fee ($25).
DEADLINES: First payment is due April 1st, scholarship applications are due April 15th, and the second payment is due May 1st.
CREDITS: 6 hours of undergraduate credit are available from Texas State University
APPLICATION PROCESS: An initial application, extension program application, general release, health information form, and insurance verification form are required.

Tell us about your field school experience.

The experience I had at this field school is one that I will remember for the rest of my life. You will walk away from this with lifetime friends and great memories. As for the nitty gritty, we worked at multiple sites found along a mile long canyon (Eagle Nest Canyon) that connects to the Rio Grande. Some of these sites are known worldwide for their cultural importance and for their spectacular rock art. I was able to take part in documenting all they have to tell us about the peoples who lived in or near these canyon systems over the course of the past 13,000 years and that is a great feeling.

As for the day to day operation, the group was separated into different teams working at different sites in and along Eagle Nest Canyon. Each team would experience a different side of archaeology. One week would be upland sites, one would be at a rock shelter, and another would be surveying. At the end of the week, we would switch and get to experience something different. Usually, work in the field was from sunrise to about 2-3pm and we would head back to campus, which is a 20 minute drive (Transportation was provided). After arriving at campus, there was time to clean ourselves up before lab work began. After lab, dinner was served. I cannot tell you how your experience will differ from mine, but we ate very well. As soon as dinner was finished, we would all head to the conference room for lectures. Almost every day, a different specialist would come in and blow our minds. As quickly as the day began, it was over.

Usually once a week, we would take a field trip to one or a couple of sites in the area that has been previously excavated by ASWT or is famous for its rock art. These trips were incredibly informative and helped paint a broad picture of the cultural landscape.

What skills did you learn?

In the field, we learned how to sample and document archaeological sites and deposits through both traditional and cutting edge methods. Traditional methods included laying out excavation units, sketch mapping, hand excavations, and stratigraphic profiling. Cutting edge methods included digital data entry on tablets, 3D mapping through structure from motion, and mapping artifacts and excavation units with the use of a total data station.

In the lab, we learned standard archaeological laboratory procedures, including record-keeping, cataloguing, and curation of the artifacts themselves as well as the digital and paper data. Each student is required to keep a detailed field journal that served many roles.

I not only walked away with these skills but many others that have been incredibly helpful to me since field school. These include but aren’t limited to establishing a research design, plant use and identification, geomorphology, and critical thinking.

How were accommodations?

The field school was held at the secluded Harrington Research Campus, owned by the Shumla Rock Art Research and Education Center near the Pecos River. The campus sits on a 66 acre property filled with hiking trails and incredible views of the desert. There are four buildings total including separate men’s and women’s bathroom with showers, library and conference center, kitchen and pavilion area, and a bunkhouse divided by sex. There is the option to sleep in your own tent or borrow a large canvas tent if you would like some privacy. Cots are comfortable and are provided. There is Wi-Fi, but very slow due to satellite connection. You will only get cell phone reception if you have AT&T as a provider and that is only in a couple of locations. Everyone took turns helping with cooking and cleaning which wasn’t that bad.

What are the Pros and Cons of this Field School? Would you recommend it?

First and foremost, the archaeology is some of the best and most well preserved in North America. Being situated near three major rivers (Rio Grande, Pecos, and Devils River) in a desert makes it a prime candidate for intensive prehistoric occupation and preservation. You will also learn a wealth of knowledge from some of the top people in their respective fields. One of the things I enjoyed the most is hearing about the landscape from so many different perspectives. We had a different specialist give a lecture and focus on a specific aspect every day (Rock art specialist, ethnobotanist, geoarchaeologist, etc…). Lastly, the landscape is truly spectacular! The steep canyons and crystal clear rivers are both breathtaking and quite refreshing.

Although I consider these to be pros, some may consider the following to be troublesome. First, the closest town is about 50 minutes from campus and you will only have time to go on the weekends. Some may consider the wifi and cell reception mentioned above an issue as well. The only thing I can say I wish was better was for there to be air conditioning in the bunkhouses. If you are built like me, a personal fan is a must. At the same time, what do you expect when being out in the desert?

Without a doubt in my mind I would recommend this field school. The archaeological preservation is phenomenal, you will learn so much, and the scenery is incredible.

Anything else you think readers should know about this field school?

Field School is what you make of it. You can see it as just a requirement to finish your coursework, or you can see it as something so much bigger. For me, I chose the latter. I looked at it as an opportunity to work in an incredible area and I wouldn’t be where I am today if it wasn’t for this opportunity.

0 Comments

Review: Mount Vernon Field School in Historic Preservation

3/12/2015

1 Comment

*This review was written by Katlyn, an art history student at Louisiana State University. Thanks, Katlyn!

FIELD SCHOOL & WEBSITE: Mount Vernon Field School in Historic Preservation
LOCATION: Mount Vernon, Virginia
AFFILIATIONS: University of Maryland, College Park
HISTORY: The 2015 field season will be the 3rd year of the Mount Vernon Field School
CURRENT PROJECT: When I attended in the summer of 2014, we excavated the kitchen
yard Monday and Wednesday, participated in historic preservation projects on
Tuesday and Thursday, and on Fridays we conducted the African American Burial Ground Survey. I
am not sure what the projects will be for this summer.
STAFF: Staff includes UMD Professor Donald Linebaugh and Mount Vernon Historic Preservation Staff
LENGTH & DATES: May 26th - July 2nd, 2015
STUDENTS PER SESSION: Around 10 last summer, but not a set number
COST: ~ $1,900 for undergraduate students, ~$3,700 for graduate students
CREDIT AVAILABLE: 6 credits are offered through the University of Maryland, College Park
APPLICATION PROCESS: Submit a resume, two references, and a cover letter
DEADLINE: March 31st, 2015

Tell us about your field school experience.

The Mount Vernon Field School was an awesome experience. I think what is unique about this field school is that it occurs at a very popular public house museum, which provides a great opportunity to learn about doing public archaeology. The first day we were allowed to just be visitors-- we were encouraged to explore the on-site museum and take tours of the house, gardens and landscape. This allowed us to really become familiar with the history of the site, but also with the way the history is interpreted at Mount Vernon. During the field school, students were assigned days to act as interpreters, where we would explain the goals and methods of the excavations to the visitors, explain the significance of any artifacts or features found, and answer any questions.

The program was designed to appeal to a wide, but related range of interests -- museum studies, public history and interpretation, historical archaeology, historic preservation, etc. Three days of the week we would participate in excavations--on Mondays and Wednesdays we would excavate the kitchen yard and on Fridays we worked on the African American Burial Ground Survey. In the African American Burial Ground Survey, we did not disinter any remains. I posted a picture with a bone--that is an animal bone that we found behind the kitchen! We were only trying to determine the boundaries of the burial ground, determine if possible how many people had been buried there, and hopefully learn about the burial practices of African Americans at Mount Vernon.

On Tuesdays and Thursdays, we would focus on historic preservation. On these days, we might receive lectures on the history of preservation or the history of architectural structures and features. We would also practice architectural drafting and documenting historic structures. My favorite thing was being able to go through the mansion to see the things we learned about--to see how we could use saw marks or types of nails to date different features of the building.

We also received a comprehensive archaeological field manual with instructions and procedures for excavations, completing provenience cards, drawing plan views, etc. We received a similar manual for architectural drafting. We were given a collection of readings that covered various topics related to historic preservation and historical archaeology, which we would discuss during lunch breaks usually once a week. Also integrated into the field school were field trips to other historic and archaeological sites and field schools. We were required to keep a daily field journal, where we would reflect on the things we accomplished each day and tried to contextualize them within the overall goals of the excavations.

We had the weekends off to explore the Washington DC area. The field school was my first opportunity to visit DC, and I was able to take advantage of all the museums and sights!

What skills did you learn?

We learned archaeological field methodology, public interpretation, and mapping procedures. We were also introduced to the fundamentals of Geographic Information Systems and archaeological surveying with the Total Station. In the lab, we learned how to process and catalog artifacts. We were also able to practice documentary photography of sites, artifacts, and structures.

In the field of preservation, we learned how to draw architectural elements, plans, and elevations. We learned how to date structures based on brick bonding, saw marks, or nail production. We were taught conventions in measuring architectural structures.

How were the accommodations?

Mount Vernon did not offer housing on the property. Housing and transportation were the responsibility of the student, but the staff at Mount Vernon was able to connect students with renters in the area.

What are the pros and cons of the field school? Would you recommend it?

I would absolutely recommend this field school! For me personally (an art history student with no field experience), it provided a thorough introduction to the methods and principles of archaeology. It is perfect for anyone who is interested in historical archaeology. More specifically, it is perfect for anyone who is interested in understanding how archaeology relates to the larger field of public history. It was always interesting to see how the archaeology department regularly interacted with collections management, museum personnel, or the architecture department.

Pros: The field school did not require previous field work and was designed to teach you everything you would need to know. You will leave being very comfortable with archaeological surveys and with a wide skill set that you can build upon. I thought the range of projects that we were allowed to engage kept things interesting. No two days were ever the same. The staff at Mount Vernon are so nice (and so funny!) They enjoy talking with the students, and that helped to make the work never feel like work.

Cons: It can get extremely hot and muggy on the Potomac! It was never unbearable, but its something to keep in mind. Also, if you are particularly interested in lab methodology, be sure to express that! The summer I was there, we planned to have lab days whenever it was raining, but we ended up having a particularly beautiful, dry summer--and so while we were introduced to lab techniques, we were not able to practice them very often. I know that the summer before, there was a lot of rain, and it seemed like they were in the lab quite often. If you feel that you are missing some part of an experience you were hoping to gain, just talk to someone and they will surely work with you. Which brings me to my final comment....

Anything else you think readers should know about this field school?

The most special thing about the people at Mount Vernon is how willing they are to connect the field school students to their expressed interests. When they knew that certain students were interested in museum studies, they invited people from the collections management department to have lunch with us to talk about their careers and answer the students' questions. The Mount Vernon staff is very committed to helping the students network in their particular fields. Moreover, the staff is a great resource and was always willing to give advice about applying to graduate school, finding internships, or getting jobs.

The field school gave me a solid introduction to preservation, but it was especially beneficial in the way it integrated historical archaeology with the study of historic architecture. The field school is great for anyone interested in historical archaeology, as that was probably 75% of what the field school focused on, but it would also be beneficial for anyone interested in Historic Preservation, Architectural History, or Museum Studies.

An architectural drawing of a building at the original entrance to the estate.

The African American Burial Ground

1 Comment

Review: Nautical Archaeological Society Underwater Archaeology Field School

3/11/2015

0 Comments

* This review was written by Joe, a nautical archaeology student at Northwestern Michigan College. He has attended 4 different field schools and is finishing up his Nautical Archaeology Society Part 3 Certification. He is also interested in marine technology and ROV piloting. Thanks, Joe!

FIELD SCHOOL & WEBSITE: Nautical Archaeological Society International Field School at Northwestern Michigan College
OTHER LINKS: Check out a video from the 2014 field school, or their Facebook page.
LOCATION: Northwestern Michigan College, Traverse City, Michigan
AFFILIATIONS: Nautical Archaeological Society, Northwestern Michigan College
CURRENT PROJECT: Participants will assist with an archaeological survey of the Northport wreck,
located in 4-8 meters of water in Lake Michigan. The survey will document the nature, extent,
history, and condition of the site. The project is appropriate for both novice divers and snorkelers.
STAFF: Staff includes instructors from Northwestern Michigan College, Grand Valley State University,
Michigan Tech, the Nautilus Marine Group, and Nautical Archaeological Society tutors.
LENGTH & DATES: July 12th - 26th, 2015. Week 1 (7/12 - 7/18) includes basic courses, and Week 2
(7/20 - 7/27) includes advanced courses.
COST: Accommodation in the Northwestern Michigan College dorms costs $50/night. The Week 1 basic
course package is $1,299, and the Week 2 advanced course package is $1,399. Alternatively, you
can sign up for individual courses. Meals are not included.
CREDIT AVAILABLE: Both the NAS Part 1 and NAS Part 2 courses qualify for credit at Northwestern
Michigan College. Credits transfer to most major universities.
APPLICATION PROCESS: The course booking form and payment can be submitted as described here.

Tell us about your field school experience.

My field school experience here at Northwestern Michigan College for the last 3 years has been excellent. In just a few short days they are able to teach you fully the basics of Nautical Archaeology and then you go out and put your training to the test on sites in the field. Plus you are working in one of the most beautiful locations in the Great Lakes region.

What skills did you learn?

During the field school you will learn from the ground up on basic surveying and site report procedures. You will also be using different equipment such as a total station and if you choose to survey an underwater site this year you will be able to use a side scan sonar to image the lake bed. More advanced training includes the use of ROV's and Sector Scan sonar.

How were accommodations?

Students live in the Northwestern Michigan College dormitory which is on the main campus, or they can choose to stay at hotels, the dorms are always cheaper though. The dorms have wifi internet and shared bathrooms. There is a recreational area on the first floor with a big screen TV and video game consoles.

What are the pros and cons of the field school? Would you recommend it?

The pros of this field school are you will learn in depth surveying of sites both ashore and underwater techniques, you will be joined by students from all over the world and have the opportunity to network with them and the instructors, and of course you will be a Nautical Archaeological Society (NAS) certified archaeologist by the end of your training in the part 1 course, there is also the opportunity to complete a part 2 certification. Also you do not need to be a scuba diver to attend this field school, there is plenty of work to be done on shore or you can snorkel above sites.

The cons of this field school are if you have your heart set on excavations you wont be doing any here. By Michigan law you cannot excavate anything without a permit from the state which is an incredibly difficult process. You will be surveying sites only and making your reports from there.

I would wholeheartedly recommend this field school to anyone who is a first time field school student or is interested in learning more about Nautical Archaeology. The NAS part 1 certification is a great way to get your foot in the door to the Nautical Archaeology field and the instructors will guide you along the way including writing letters of recommendations to schools and potential jobs.

Anything else you think readers should know about this field school?

Something students should know is this field school is a combined effort between Northwestern Michigan College and the Nautical Archaeological Society in Great Britain. While attending the school students will have the opportunity to earn both part 1 and 2 certifications and take part 3 courses. Part 1 is the basics of Nautical Archaeology, part 2 is writing up and publishing a full report on any site you choose, and part 3 courses are the advanced courses.

Diving the pier at Glen Haven

Instructor Ian Cundy with ROV

Students practicing surveying

0 Comments

Review: Slavia Field School in Mortuary Archaeology

3/6/2015

0 Comments

*This review was written by me, the author of ArchaeoDirt. I attended the Slavia Field School in 2011. This review may be a little outdated, but I hope it will serve as a model for future reviews.

FIELD SCHOOL & WEBSITE: Slavia Field School in Mortuary Archaeology
LOCATION: Drawsko, Poland
AFFILIATIONS: Foundation for Polish History & Culture, Museum of Czarnków Soil, Slavia Foundation,
Adam Mickiewicz University, State University of New York at Oneonta, SOCRATES European
Education Exchange Program
HISTORY: The Slavia Summer Field School in Archaeology was established in 1998. In 2008, excavations
began in Drawsko, where they continue today.
CURRENT PROJECT: Drawsko is a multiperiod burial site with an extensive cemetery dating to the 17th
century. Students participate in excavation of burials and cremations as well as laboratory work and
osteological analyses.
STAFF: Current staff include both Polish archaeologists as well as professors from SUNY Oneonta,
the University of Newfoundland, and the University of Nevada, Reno.
LENGTH & DATES: Two sessions are offered each summer. This summer (2015), Session 1 runs June
29 - July 22, and Session 2 runs July 23 - August 15.
STUDENTS PER SESSION: ~20
COST PER SESSION: $2,990. Cost includes full room and board, food, transportation to and from the
site, tuition, and equipment. Students are responsible for air fare to and from Poland as well as
personal spending money.
CREDIT AVAILABLE: 6 credits are offered through Adam Mickiewicz University.
APPLICATION PROCESS: Fill out the application form and submit it with a letter of intent. Upon
acceptance, a $500 deposit must be submitted.
DEADLINES: Applications are accepted on a rolling basis until all spaces are filled.

Tell us about your field school experience.

All in all, it was a great experience. Right off the bat they were very organized. Students were directed to a Facebook group where we could meet our fellow field students and coordinate travel to Poland. Our group rendezvoused in Poznan, the nearest major city to Drawsko. It was an easy trip via Frankfurt, and I had no problems connecting with the organizers at a designated hotel. Once the group was together, we took a bus to Drawsko. As a junior in college at the time, this was one of my first times traveling internationally, but everything went off without a hitch. They provided us with good instructions, which helped with the nerves of travel.

Each day, the students were split into a field group and a lab group. They took care to make sure that we each got lots of experience in both area, but they also gave us time to see through each disinterment we worked on from start to finish. Staff were always available for help and I never felt any lack of guidance. They also took the handling of human remains very seriously and made it clear that they expected us to be respectful, which I appreciated.

During the weekends, we had the opportunity to travel and arrange our own excursions. These trips were not an official part of the field school, but the staff was always happy to help with recommendations and logistics. Some students planned trips into Germany, or to major sites around Poland. I went on one trip into Poznan and, on the weekend that happened to coincide with my birthday, we went to Gdansk, a city on the Baltic Sea. The language barrier never posed any major problems, and overall I found Poland easy to navigate.

What skills did you learn?

The focus of the field school was two fold, and included both field and laboratory work. In the field, we learned about grave and burial excavation and documentation, feature recognition, mapping, data collection, topographic survey, artifact recovery, and the disinterment of skeletal materials.

In the lab, we learned about the analysis and curation of skeletal materials. Students were involved in cleaning and inventorying the remains. We also gained experience in creating biological profiles, assessing pathological and traumatic features, and constructing basic demographic information for the population.

I found the field school to be a great opportunity to brush up on my osteology skills. They advertise the program as being geared toward people with no osteology background, but I felt like it was a little more advanced than that. For those of us with prior knowledge, it was a great opportunity to review bones, their features, and how to side them. For those with no knowledge, learning all of that within 4 weeks was tough, but still doable. Regular lab quizzes kept us accountable, but the staff made sure the classes and quizzes were fun rather than just "work." I walked away significantly more confident in my skeletal knowledge.

How were accommodations?

The field school was located in the local school which was, of course, empty over the summer. The school complex included classrooms, a kitchen, a dining and social area, bathrooms, and a gym. Some of the classrooms functioned as dorms, while others were used for our laboratory time and lectures. We slept 6-7 people per room and were provided with air mattresses. All in all, the accommodations were pretty comfortable. The showers often ran out of hot water and 4 weeks on an air mattress gets old, but I was happy to have showers and an air mattress.

What are the pros and cons of this field school? Would you recommend it?

Overall, I would definitely recommend this field school for anyone with an interest in osteology and mortuary archaeology.

First, here are a few of the pros. The archaeology is great. The cemetery we were excavating had no shortage of graves, and they were all fascinating. There were lots of grave goods, and many individuals were buried in strange positions. The staff was also wonderful. The American and Canadian graduate students leading the group were kind and helpful. The Polish archaeologists working on the project were also fantastic. Some spoke more English than others, but all of them were eager to make sure we enjoyed our time in their country. I also really, really appreciated how well organized the field school was. Our schedule was always clear, and there was never any confusion about who was doing what, when.

And now, some of the cons. I wish we had learned a bit more about Polish history and culture. Despite spending 4 weeks there, I left feeling as if I wasn't much better acquainted with Poland than I had been when I arrived. I also didn't feel as integrated into the local community as I would have liked. We rarely interacted with locals who weren't in some way associated with the program, and it felt like there was a bit of a divide between the field school and the village of Drawsko. However, my perception may have been affected by my other experiences- just a few weeks before I went to Poland I had been working on a project in Peru where we felt very connected with the community.

Anything else you think readers should know about this field school?

A local catering service brought all our meals, and primarily served traditional Polish food. As a vegetarian, I was excited that they were willing to accommodate vegetarians- but, to any fellow veggies out there, be aware that you will be eating a LOT of fried cheese, potatoes, and bread. Some of the students bought additional snacks at the small shops in Drawsko, but I found the food they provided to be more than enough.

Keep in mind that Drawsko is very, very small and rural. It's beautiful and incredibly quaint, but if you are hoping for constant excitement and things to do you may be disappointed. However, the town does have a small local bar, a few shops and restaurants, and a post office. There is also a marina on the river, and lots of nice places to walk.

Also think about what skills you are hoping to walk away with. This field school is great for brushing up on your osteology skills and learning about the excavation of human remains. However, since the work you are doing is so specific, you may find that you are skipping some of the basic skills you'll need as an archaeologist. In the years since I attended this field school, I have had to back pedal a bit to learn some of the archaeological basics. After Drawsko, I could excavate a grave no problem. However, had I been asked to excavate a basic unit around a thermal feature I would have had some trouble. If you want to dedicate your career to human skeletal remains, then this might not bother you, but keep in mind that developing a broad, well-rounded skill set will help you enormously throughout your career.

The picturesque Polish countryside.

A local church and cemetery in Drawsko.

The Drawsko landscape was beautiful, and the local marina was a great place to hang out.

Our accommodations were a local school. Empty and unused during the summer, it had a kitchen, common areas, and classrooms that became dorms.

We had our meals and socialized in the school "cafeteria."

We slept on air mattresses and shared a room with 5-6 other people.

A local cat named Kevin made the school feel extra homey.

Another school building served as our lab and classroom.

The field site was a short walk away in a local farmers field.

The first day, we got to see what had been done during the previous session.

It was easy to fine the outlines of coffins in the sand.

Our first weekend, we made a trip to Poznan, the nearest big city.

Poznan

We also explored the area around Drawsko, including an abandoned German cemetery.

We also got to take a trip to Gdansk, a city on the Baltic coast of Poland.

Gdansk is famous for Amber Row, where you can buy Baltic amber jewelry for great prices.

0 Comments

DISCLAIMER
Each review is the product of one persons experience during one field season. With different staff & students and new research questions, a field school can change a lot from year to year. Use these reviews to guide your decision, but remember that none of them are by any means the final word on a field school.

Archives

Categories