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Review: Balkan Heritage's Fresco-Hunting field school

4/9/2015

* This review was written by Laura. She received her M.Phil in Digital Humanities and Culture from Trinity College Dublin, and is working on her MSc in International Heritage Visualization from the Glasgow School of Art. She worked as a volunteer with Balkan Heritage in Bulgaria from 2011 - 2013.

FIELD SCHOOL & WEBSITE: Balkan Heritage's Fresco-Hunting Photo Research Expedition to Medieval Balkan Churches
LOCATION: Bankya, Bulgaria
AFFILIATIONS: New Bulgarian University, Sofia Photography School
CURRENT PROJECT: Students will take place in an expedition to document abandoned medieval churches/chapels and their frescoes.
STAFF: The field school is directed by Ivan Vasilev (MA) and Vassil Tenekedjiev (PhD).
LENGTH & DATES: The standard project runs from May 16 - 30, 2015, while the extended project runs from May 16 - June 6, 2015.
COST: 1259 EUR (Approximately $1,409 USD)
CREDIT: Up to 9 credits available
APPLICATION PROCESS: Apply online here.
DEADLINES: April 25, 2015

Tell us about your field school experience.

I attended the 2011 and 2012 “Fresco-Hunting” Photo Research Expedition to Medieval Balkan Churches with Balkan Heritage, where we documented at-risk medieval Orthodox church frescoes and architecture. Bulgaria (and much of the surrounding Balkans) was occupied by the Ottomans for 500 years during the medieval period (until 1878), and Christianity was more or less outlawed during this time. For this reason, Orthodox churches from this era resemble small, humble houses from the outside. However, in Orthodox tradition their interiors were entirely painted with frescoes and ornately carved wood iconostases which displayed the icons of the church for worship. Hundreds of these churches dot the landscape in western Bulgaria and eastern Serbia (as well as Greece and Macedonia), but due to their remote locations most of them are nearly abandoned and slowly falling into ruin. This field school makes an important contribution to Balkan Heritage by creating records (photographs, architectural plans and drawings, archaeological illustrations, basic condition reports, field notes, etc.) of these frescoes and churches before they are physically lost forever. As a recent art history graduate at the time with special interest in conservation issues, this field school was an exciting learning opportunity I never had during my formal university training, both in terms of subject matter and this kind of on-site, in situ field work.

Once or twice we went on literal hunts for these largely forgotten churches, traipsing around the Bulgarian countryside with maybe just a couple photos from the 1960s, a circle on the map and advice from any local we could find to guide us. It was exciting—a real treasure hunt! We did not always find what we were looking for, but the journeys reinforced the point that these churches are disappearing heritage and it is imperative to document them before they are completely lost to time.

The field school was based out of Bankya, a suburb of Sofia, Bulgaria’s capital, and most days consisted of field work at a medieval church site in the mountains surrounding Sofia. Field work took place at two or three church sites during each session and a few other similar churches were visited as well. On a typical day we would leave the hotel around 8 or 8:30 and drive to the church we were working at for the day. We would work all day and eat lunch on site. Then we would return to the hotel around 5 or 5:30, have a break and eat dinner around 7 or 8.

The first and last couple days took place at the hotel. Each field school begins with foundational lectures and training before work begins in the field. Not only does this provide you with important theoretical knowledge that underpins future work, it also gives you a good chance to get to know who you are working with in the field. During the last couple days collected data were prepared for presentations and archiving, and some digital illustration techniques were also introduced and practiced.

Each field school has a few free days where you get to visit significant cultural sites and museums as a group with additional time to explore on your own. One free day was spent in Sofia and the other was a day trip to Rila Monastery, a UNESCO World Heritage Site. I appreciated being able to get to know both the lively urban lifestyle in Sofia and the tranquil beauty of the countryside throughout my trip. I learned so much about Bulgaria during my short stay, and it only made me wish I could stay much longer.

The people I met at the Fresco-Hunting field school, both the instructors from Balkan Heritage and my fellow participants, also made the trip exceptional. The instructors at Balkan Heritage are great because they are extremely knowledgeable yet friendly; they offer help without judgment and also respect participants to carry out their work independently if they are comfortable doing so. I personally know Balkan Heritage only partners with not only experienced experts in their field but also only those they consider as friends. This philosophy is critical because you spend your whole days with these people. Not only do you work together but you eat together, travel together, site see together, even party together! This was a huge benefit because everyone got along so well together, so strong camaraderie developed after just a few days and made the experience very rewarding on a personal level.

What skills did you learn?

I learned and improved on a variety of skills working with Balkan Heritage during the Fresco-Hunting field school from good practice photographic techniques for cultural heritage documentation to collaborative teamwork (an important professional skill to develop in itself). Other skills include, but are not limited to, architectural drawing (elevations, floor plans, interior/exterior features, etc.), basic archaeological illustration techniques (hand-drawn and digital), how to measure and draw architectural structures and features, basic site surveying, knowledge and techniques to identify and interpret Bulgarian Orthodox iconography, knowledge of ongoing conservation issues and threats, field journal notation, etc.

How were accommodations?

Accommodations are in a comfortable hotel in the pleasant town of Bankya. It is a sleepy, but pleasant town with a large picturesque park to wander around as well as a few supermarkets, shops, and nice restaurants within easy walking distance. By field school standards accommodations are luxurious. Rooms are shared between two people and have attached bathrooms. I never had problems with hot water or wifi.

Hot Bulgarian food is served at every meal (except on site when sandwiches and salad are provided) and salad, soup and dessert are also often included. Bulgarian food shares common ancestry with Balkan food including Greek, Turkish and Mediterranean cuisine, so it is quite delicious—especially because of the fresh, local produce in the summer.

I'm a vegetarian and never had problems getting enough good food to eat. I know they will accommodate other dietary restrictions as well (just ask them in advance).

What are the Pros and Cons of this Field School?

Pros:

This field school can accommodate any level of experience, so it can be a great introduction to field work yet also provides great opportunities for advanced learners to refine their skills and work with artifacts in situ.
Lessons and instructional materials meet the highest standards. Furthermore, I've never had a problem with anyone's English, so there is no language barrier than could inhibit learning.
Learning potential is maximized because you get to work directly with experienced archaeologists and conservators in small groups throughout each day both on and off site.
You learn and apply a variety of documentation techniques at each site.
It is an unforgettable opportunity to explore new lands and cultures with a great group of people. A variety of excursions are incorporated into the field school program, so you really learn about Balkan culture and its nuances and complexities first-hand. An optional trip to Istanbul is even available!

Potential cons:

Bankya is a quiet family-oriented town and it takes at least a half hour (depending on traffic) to get into the center of Sofia where there is good nightlife, cultural events, etc. Public transportation is somewhat sporadic and slow, so taxis are usually necessary to get into town (although they are cheap for European standards, especially in groups). Most days it is quite impractical to get to Sofia, although there are at least two or three group excursions into the city per session.
The weather in May is somewhat unpredictable and it can be rainy for extended periods of time—although it can easily be warm and sunny as well.
It takes at least 40 minutes (and could be up to an hour and a half) each way to reach church sites since they are in remote locations around the mountains outside Sofia. Therefore, there is less time to work on-site, but I'd say the Bulgarian scenery and fun conversations to be had make up for the extra time in transit.
The hotel occasionally hosts events, so I've witnessed a wedding and a high school prom event during my stays. They can get a bit loud, but it's all part of the cultural experience, right?
Some days can get quite long since occasionally data must be processed at the hotel after working all day on site.

Would you recommend it?

Absolutely. Not only will you effectively enhance your practical skills and gain valuable field experience (I've learned more during ten days with Balkan Heritage than entire semesters it seems like), the immersion in Bulgarian culture and history, the many opportunities to explore diverse urban and rural landscapes, and getting to know the people you are lucky enough to share these priceless learning experiences with are really what make your time with Balkan Heritage unforgettable. I've met incredible people from all over the world and still keep in frequent contact with a number of fellow participants. We still fondly reminisce about our field school experiences from several years ago. While you work hard and learn a lot, there is a lot of fun to be had. From my experience Bulgarians really have the work/play ratio figured out and are always ready with a hilarious story to share. I look forward to working with Balkan Heritage in the future, and I highly recommend any of their field schools to anyone who is ready step outside their normal comfort zone, get their hands dirty, and also have some fun!

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

Simply put, the “Fresco-Hunting” Photo Research Expedition to Medieval Balkan Churches with Balkan Heritage changed my life. And I'm not exaggerating. I moved to Bulgaria for two years to continue volunteering for Balkan Heritage after my first Fresco-Hunting field school, and I am preparing to move back after I finish my master's this fall. I fell in love with Bulgaria after just a few days Fresco-Hunting and my fondness only continues to grow. I honestly wasn't sure what to expect from Bulgaria before my first trip, but I was eager to explore an unfamiliar part of the world, meet new people, learn more, and make a small contribution toward preserving Bulgaria's medieval and Christian Orthodox cultural heritage. I could not ask for a better place to achieve each of these goals and better people to work with. From the first welcome dinner—a feast of Bulgarian cuisine complete with traditional Bulgarian wine and rakia (brandy)—to the final goodbyes, the warm and generous Balkan hospitality of the Balkan Heritage team made me feel right at home, yet also eager to explore and excited to learn. Take a chance and spend a few weeks in Bulgaria with Balkan Heritage. You will not regret it.

If you do decide to go, you can't leave Bulgaria without trying banitsa (a delicious savory pastry made with filo dough and stuffed with feta-like cheese) at least once! Also make sure to stop for homemade yogurt made by local farmers during your group visit to the Rila Monastery (a UNESCO World Heritage Site tucked away in the highest mountain range in the Balkans). It is SO GOOD. Enjoy!

Review: Field School Pozzeveri in Medieval Archaeology and Bioarchaeology

4/9/2015

*This review was written by Adam, who received his BS in Anthropology from Ohio State University. He is currently working on his MSC in Paleopathology at Durham University.

FIELD SCHOOL & WEBSITE: Field School Pozzeveri in Medieval Archaeology and Bioarchaeology
LOCATION: Badia Pozzeveri, Lucca, Italy
AFFILIATIONS: The Ohio State University, The University of Pisa
HISTORY: The excavations take place at the church of “San Pietro a Pozzeveri.” Founded in the 11th century, San Pietro was once part of a Camaldolese monastery that thrived during the 12th-13th centuries. This was due to its key location along the Via Francigena, a major trade and pilgrimage route.
CURRENT PROJECT: The 2015 field season will continue the work of previous seasons exploring the modern cemetery and medieval ruins of the site.
STAFF: The project directors include Clark Spencer Larsen, Gino Fornaciari, and Giuseppe Vercellotti. The instructors and area supervisors include Antonio Fornaciari, Francesco Coschino, Letizia Cavallini, Alessandro Cariboni, Alan Farnocchia and Silvia Testi.
LENGTH & DATES: This years field school will take place between June 22-July 31, 2015.
COST: For OSU Students/Ohio Residents, the undergraduate cost is $1,260 and the graduate cost is $2,316. For OSU Students/Non-Ohio Residents, or Non-OSU Students, the undergraduate cost is $3,230 and the graduate cost is $5,600. In addition to tuition fees, students must also pay a $1,800 support fee that will cover housing, meals, excavation, and laboratory equipment.
CREDITS: 3 credits are available through OSU. Non-OSU students may seek credit recognition through their academic institution.
APPLICATION PROCESS: Apply online at http://www.fieldschoolpozzeveri.org/apply.html
DEADLINE: June 1st, however applications are reviewed as soon as they are received. Suitable applications are accepted immediately

Tell us about your field school experience.

Overall my experience at Field School Pozzeveri was exceptional. Once accepted, I was put into contact with the Program Coordinator and began the booking process for my travels to Altopascio. I was recommended various airports to fly into (Pisa/ Florence) and reassured that upon landing a member of the staff would be there to transport students to the site. In addition, a Facebook page was created so that students could meet and coordinate travel with one another.

Upon the first day of excavation students were given an overview of the site history, previous excavation results and introduced to the staff. Students were then separated into the different excavation areas and met their individual supervisors. Each area supervisor has vast knowledge of excavation techniques and provides ample instructions for students new to archaeology and bioarchaeology. A normal excavation day runs from around 8 a.m. to 6 p.m. with an hour lunch break at the site.

Additionally students attend various lab sessions in that run in parallel with the excavation. These labs include cleaning, labeling and analyzing skeletal remains and artifacts, as well as survey and GIS recording. Lab sessions involve small groups so that students receive ample one on one attention for complete understanding of the material.

Lectures are also given once or twice a week depending on the weather. These lectures cover advances in archaeology along with various directors’ and instructors’ research.

During the weekends the field school is not in session, giving the students the opportunity to rest or travel around the surrounding area. Students are encouraged to take siteseeing trips to other cities. Altopascio is located in the heart of Tuscany so there are many beautiful places to visit and sights to see including the cities of Pisa, Florence, Lucca, Sienna and Genoa. The field school is separated into two terms with a midterm break from July 9-13 giving students additional time to travel to the further reaches of the country. A popular trip among students is visiting Pompeii or Rome.

Upon acceptance students receive a reading list that is required to be complete before arriving to the field school. The readings include information involving site history, topics in bioarchaeology, stratigraphy and GIS. There is also a midterm and a final exam to assess student’s knowledge and understanding of the readings and excavation techniques. Final grades are given based on participation in excavation (40%), lab exercises (20%), group discussions/ presentation (5%), midterm and final examination (10% each) and overall conduct throughout ones time at the field school (15%).

What skills did you learn?

The field school provides instruction in both bioarchaeological and archaeological excavation techniques. The focus is on learning proper archaeological theory and methodology in addition to some bioarchaeological excavation techniques. In the field we gained practical experience in archaeological methods including burial excavation/ documentation, restoration/ analysis of human skeletal remains, survey and artifact recovery techniques. In the lab we gained experience in mapping through GIS as well as proper skeletal data collection and restoration. The rich history of the site as well as instructors and directors who are leading researchers in their field provides an unmatched opportunity to gain hands on archaeological and bioarchaeological field and lab experience.

How were the accommodations?

The field school is located in the local elementary school. Students sleep in the gym and extra classrooms. There is a kitchen, dining and various social areas where students have full access to the facilities. There are two bathrooms (Male and Female) each with 4 separate showers. This was nice because students could get in and showered quickly and efficiently before dinner. All students are provided a cot to sleep on. Overall I would say the accommodations are great, there is plenty of space within and around the building. Another advantage of being at the local school is that you are within walking distance of the excavation site.

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

I would definitely recommend this field school to anyone interested in medieval archaeology and bioarchaeology. It is an unparalleled opportunity to get hands on excavation experience with leading research members of these fields.

Pros: The site history and archaeological experience is great. You have the chance to learn many useful methods of archaeological excavation and data recording. The labs provide further understanding and knowledge in the field as well. Over the years many extremely interesting artifacts have been found including a bell forge, gold lace (surrounding an infants head), victims of the cholera epidemic encased in lime, pottery, and various other grave goods. The staff is fantastic. They are extremely personable and truly want to provide further understanding of archaeology. There is little to no language barrier, all of the Italians speak English very well. However, I would definitely recommend learning some Italian for weekend traveling. The location of the field school itself is another pro. The Tuscany region of Italy is one of the most beautiful places in the world and I would definitely tell anyone planning to attend this field school to get out and travel as much as possible during free time.

Cons: There are really little to no cons to this field school. The main con that was brought up by students was the issue of working in areas with skeletal remains. Many students come to the field school thinking they are guaranteed that they will be excavating skeletal remains, however, this is an archaeological and bioarchaeological field school and it is clearly stated that depending on what area you are assigned you may not excavate remains. That does not mean that you will not work with skeletal remains, there are many opportunities such as lab. The lab supervisors are also always willing to accept help cleaning and cataloging remains during ones spare time.

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

Altopascio is a small rural town about an hour and a half from Florence. Many of the people in the area do not speak English so there will definitely be a language barrier. However most of the locals are extremely welcoming and will bring fruit and water to the site for the students. Knowing any Italian will make the townspeople that much more excited to meet you. The owner of the local pizza shop may even throw you a free drink if you order in Italian. Breakfast, lunch and dinner are all proved during the week and mostly consist of traditional Italian food. Meaning you will be eating a lot of pasta. Breakfast is usually light including a pastry and coffee at the local coffee shop/pub. Lunch is typically a sandwich or two plus fruit and something to drink (other than water). Dinner is usually the most substantial meal of the day including multiple courses. There will always be pasta or some type of carb, then a meat dish, and fruit or salad. This was more than enough food to keep me full throughout my time excavating but there is always the local grocery where you can stop and grab post excavation snacks and anything else you may need. The field school is also more than able to accommodate those with food allergies as well as vegetarians as long as staff is told of dietary issues in advance.

Overall I would say that this field school gives one a window into the Italian lifestyle of working hard, eating until you cant move and spending time with good people. It is as much a cultural experience as it is an archaeological learning experience. I would recommend anyone planning to attend the field school to be completely open to all new learning experiences and ask as many questions as you can think of. I have said it over and over that these instructors and site supervisors are leading the field and to have one on one experience with them is priceless. If you take a particular interest in something then don’t be afraid to approach and ask for further guidance and share ideas with the supervisors. This field school provides students with the one of the most well-rounded skill sets which will be essential throughout ones career.

Review: Nautical Archaeological Society Underwater Archaeology Field School

4/8/2015

*This review was written by Ryan, a Chicago resident and postgrad (BA History, MA International Education). He attended the field school to gain experience in underwater archaeology before applying to graduate school.

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 had an outstanding experience attending the 2014 field school. We began with classroom sessions as part of the NAS part 1 certificate, but quickly moved to NAS part 2 and 3 practical methodology. Within a few days our team of students was putting into practice what we had learned, surveying a project site under the direction of NAS tutors and NMC staff. Traverse City was a remarkable place for underwater archaeology, with a fascinating nautical history and numerous sites both underwater and ashore. I look forward to attending the 2015 school and taking more NAS 3 courses this coming year.

What skills did you learn?

Students of this program learn a variety of skills including: preparing and implementing project proposals, archaeological diving, foreshore and underwater direct survey, using a Total Station for survey, working with underwater ROV’s and sector scan sonar, and recording and preparing site plans using Site Recorder software.

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

It was an amazing experience and I would highly recommend this field school to students and others interested in underwater archaeology. What sets this school apart is the opportunity for students (after receiving their NAS I certification) to plan and undertake an individual or team project and write up a survey report. This is a requirement for NAS 2 certification. Although students have access to the direction of NAS tutors, it is up to them to propose, organize, research, survey and write up a site. This is learning by ‘doing’ and is really exciting; not just during the survey dives, but also since through your report, you are actively contributing to a better understanding of local sites.

Another pro is that classes are offered during the field school on different topics relating to underwater archaeology. I attended courses ranging from flint knapping to shipbuilding. Other courses offered included a course on document research (invaluable if you are going to be researching ships and Great Lakes history), ROV construction, and a course on the region’s Native American archaeology. These can all be applied to NAS 3 credits.

Other pros:

All the instructors are extremely qualified; they are professionals, professors or experts in their field.
Not all participants need to dive, as there are opportunities for foreshore and land site surveys.
Credits are available through NMC, so students can combine getting NAS certified with course credit.
The field school teaches skills that can be used immediately and prepares participants for organizing and implementing their own projects outside the field school.

The only con I can think of is that Michigan law is such that no excavation of underwater sites in the Great Lakes waters is possible, so the field school is limited to survey.

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

I honestly can’t say enough good things about the field school last summer. It was very professional, completely engaging and a totally hands-on experience to underwater archaeology. Grand Traverse Bay is an amazing area with a wealth of underwater heritage (plus lots of good eats after a long day diving on-site). You meet a lot of great people in the field school and the instructors are very supportive; plus, you get in touch with a larger community of underwater archaeologists. And the combination of international NAS certification, course credit and self-directed project work really makes it stand out.

Review: ArqueoExperiences Field School, Cerro de la Muela

4/8/2015

* This review was written by Francesca, a student at Montclair State University in New Jersey. She will be graduating this May and plans to pursue museum curatorial and archival work.

FIELD SCHOOL & WEBSITE: ArqueoExperiences Field School- Cerro de la Muela
LOCATION: Carrascosa del Campo, Spain
LENGTH & DATES: Sessions varying from 3 to 6 weeks in length will be offered in July and August of 2015
STAFF: Catalina Urquijo (BA) and Dioniso Urbina (PhD)
COST: Cost ranges from 1,290€ ($1,389 USD) to 2,490€ ($2,682 USD) depending on the number of weeks you attend; price includes room and board, transfer to and from the airport, daily transportation, excursions, and seminars.

Tell us about your field school experience.

Overall, I had a great field school experience. At first it made me nervous going to another country alone with no clue who else would be in the program, but immediately I felt welcomed by one of the directors, Catalina who spoke English extremely well. The program itself was definitely a peek into the lives of archaeologists, waking up at sunrise and working until it became too hot to continue, and no matter how much we complained I think everyone still had a great time every single day and enjoyed themselves.

What skills did you learn?

Aerial photography analysis, transects, excavation methodology, conservation, reconstruction, cataloging of artifacts and buildings, drawing artifacts and site plans, restoration with lime & salt extraction, stratigraphy recognition, community involvement public speaking.

How were the accommodations?

Originally the website advertised a beautiful villa that would be where we would stay, but upon arrival we were told there was some conflict with booking it and we were relocated to a house nearby in the town square. It was not as gorgeous as the original place looked, but it was still nice and convenient in a central location nearby multiple bars which was useful because two of them had wifi to use. (Where we stayed did not have wifi.) They had a laundry service come in weekly which was great because after a few days all of your work clothes will be pale brown with dust. The daily meals were very accommodating for meat-eaters and vegetarians alike, and there are a few shops in the small town where you can buy your own snacks or toiletries.

What are the pros and cons of this field school?

Pros: Amazing price that really can’t be beat. Including accommodations, daily meals, and excursions the total cost is amazing compared to schools of similar length. There is a bus that runs to and from Madrid so if you and your friends can master the subway lines, you can explore one weekend. The town gives a membership to the pool, so after work you can choose to siesta for a bit or cool off in the community pool. The locals are generally accommodating and friendly; our group was even invited to a cocktail party of sorts in one of the towns many caves to taste some homemade wine and make new friends! There are also a lot of artifacts within the site we worked on (Cerro de la Muela), so every day we would come to the site excited with what we would find next.

Cons: It would have been nice to have be notified beforehand of the change of housing as well as maybe a Facebook group created so we could meet and connect with those who would be attending our sessions. It would definitely alleviate some nervousness and be cool to speak with people you would be meeting soon. Other than that, it was as expected and a great experience.

Would you recommend it?

You cannot get a better experience for the price and it is absolutely great to gain close relationships with the attendees as well as the two directors of the program who really make the whole thing fun and educational. They are so knowledgeable in their work and the processes they teach you throughout the course, you will not leave without the valuable information you came for!

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

The food will be very pork-based everywhere you go, so keep that in mind. If you attend, bandanas are highly recommended because the site gets extremely dusty and difficult to breathe in. Also, the school itself is located in a very rural area. The directors, Catalina and Dionisio, make sure to break this up with weekend field trips to different places which are always as much fun as they are informative, but if you are looking for a school where you can go off on your own in a very large city after work or on the weekends that is not possible. At the end of the program you can be dropped off at an airport or in Madrid where I recommend you spend at least a few days sightseeing, as I did, or taking a bus, train, or plane to Barcelona, as a few of my schoolmates did.

Review: Archaeology Southwest Preservation Archaeology Field School

4/4/2015

* This review was written by Max, a graduate student at Binghamton University studying with Dr. Ruth Van Dyke. His research interests are in understanding the sociopolitical system of Chaco Canyon, rock art studies, and the Kayenta migration into the southern Southwest. He received his B.A. from Michigan State University in 2011, and has done fieldwork at several Maya sties in Belize, colonial Fort Michilimackinac, and most recently at the Dinwiddie site with Archaeology Southwest.

FIELD SCHOOL & WEBSITE: Archaeology Southwest's Preservation Archaeology Field School
LOCATION: Mule Creek, New Mexico
LENGTH & DATES: Six weeks; the 2015 field season will convene from May 27 through July 5
CURRENT PROJECT: In 2015, students will participate in test excavations at the Dinwiddie Site near Cliff, New Mexico.
STAFF: Faculty includes Dr. Karen Schollmeyer, Dr. Jeffery Clark, and Allen Denoyer.
SIZE: The field school is limited to 10-14 students.
COST: For the 2015 field season, the cost is $2,868 for undergraduates and $3,190 for graduate students. There is an additional $1,200 course fee that covers lodging and transportation costs. Eligible undergraduate students will receive financial support through the National Science Foundation's Research Experiences for Undergraduates (REU) program.
DEADLINES: Applications are generally due the first week of March.
CREDITS: Students will register for one three-credit lab course and one four-credit field course through the University of Arizona for undergraduate or graduate credit

Tell us about your field school experience.

I can honestly say that this field school was one of the best experiences I had in preparation for grad school. Having just graduated and been accepted to a MA/Phd program, I was looking for a field school that would give me experience in Southwest archaeology and help me make contacts in this community of scholars. By all accounts Archaeology Southwest’s field school at Mule Creek was one of the best experiences of my life and made me a much better prepared student for grad school.

The entire program was extremely well organized and the staff and students were able to successfully foster a friendly and effective work crew. At the start of the season, students rendezvoused in Tuscon and get to know the staff of Archaeology Southwest and the University of Arizona. All of the staff were very welcoming and spent the first few days going over the project logistics and taking us to local heritage centers and archaeological sites.

We then all packed up and shipped out to our home for the next month at Mule Creek, NM. Our site of excavation was the Dinwiddie site; a 14th-centruy Salado village located about 45 minutes from our camp. We were divided into three work crews and began excavating various rooms and features of the site. Some of these units proved more fruitful than others, but each produced an abundance of artifacts. The staff were very patient in teaching us proper excavation techniques and explaining the nature of each new find. Each day a few students would be selected to go on survey or work on projects with our experimental archaeologist. Survey work consisted of locating and mapping out additional sites in the region. The experimental archaeology crew would work on various projects, including building a full-scale pueblo building in the likeness of the ones we were excavating.

Additionally we got to take several field trips to important archaeological and heritage sites. These included spending two days at Chaco Canyon, the pueblo community of Acoma, and a visit to the Gilla Cliff Dwellings. These trips were both fun and informative, and made a nice break from the weeks of excavation.

What skills did you learn?

The program does a good job of exposing students to the multiple facets of archaeology in the American Southwest. Principally there were five components to the field school: full scale excavation, lab work, survey work, experimental archaeology, and public outreach. By having an understanding of these five principles, students leave with the skills and knowledge needed to work in modern archaeology.

The bulk of the field school was devoted to the excavation of the Dinwiddie site. Students were taught proper excavation techniques, using trowels, shovels, picks, and brushes. Students also learned how to map their excavation unit and identify changes in stratigraphy and cultural features. Each excavation crew of five or six students was placed under the instruction of a crew leader, who supervised, instructed, and participated in the excavation process.

The collected artifacts were brought back to camp for cleaning and sorting. The majority of the artifacts recovered were lithic and ceramics, so most of the lab work was devoted to these two types of material culture. Students were taught how to distinguish lithic debitage from regular rock, and were given a basic run-through on ceramic identification.

Additionally students were taken in small groups to do a few days worth of survey work at other sites in the region. This is an aspect that I particularly appreciated about this program, as many field schools will be too focused on full-scale excavation, which in reality is a small portion of the work that archaeologists do. Learning how to survey a site using GPS technology was an especially useful skill to learn.

We were fortunate enough to have an experimental archaeologist on our crew, who lead a number of projects related to the fieldwork we were conducting. The major project was the construction of a full-scale pueblo building in the likeness of the ones we were excavating at Dinwiddie, using the same technologies that would have been used in the 14th century. Being able to see the methods and time that would have been needed to build such a structure, helped to put our excavation site in greater perspective. Additionally students were given the opportunity to knap stone projectile points, and to make and use their own atlatl. (At the end of the season we had a dart throwing competition for distance and accuracy!)

The final component of the field school was aimed at directly engaging the public in the research we were doing at Dinwiddie. Each student had to come up with a project to present to the public at an Archaeology Fair held at the local community center. Some students did experimental archaeology projects (such as making reed mats or burden baskets), while others did more research oriented projects on various aspects of the Dinwiddie site (such as the information that ceramics or ground stone could tell us about ethnic identity). All of these projects sought to directly bring our research to the local community and make them invested participants in the preservation of the region’s archaeological heritage.

How were accommodations?

Students should be prepared for simple, but comfortable accommodations. The field school was generously hosted on the property of a local ranch family, who provided for us a field house and open air shower building. Students and staff bring their own individual tents to stay in for the duration of the field school, so it’s a good idea to have some background in camping. There was a comfortable solar shower enclosure and a row of portable toilets for our use. Once a week everyone traveled into the city of Silver Springs to do laundry and get groceries. The field house contained a kitchen, study lounge, and outlets for charging laptops and phones. Meals were provided by locally hired cook, who always made sure we were well fed. Students unfamiliar with outdoor living may find accommodations to be a little rough, but frankly if you can’t handle a little dirt and grime, you may be in the wrong discipline.

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

Overall I would highly recommend this program to anyone interested in Southwest archaeology, especially to those in transition from undergrad to grad school.

Pros: The staff are fantastic and are super informative, fun, and patient. They actively participated in the fieldwork and encourage each student’s individual interests. On top of this they run an extremely well organized program. They clearly knew what they were doing and I was impressed from day one on how friendly and prepared they were. The archaeology you’ll be doing is great as well. Students get to excavate at a well-recognized site in the archaeological literature of the American Southwest and engage in research that is currently relevant. Students get the chance to deal with a variety of cultural materials and directly engage the local community in the importance of archaeology. (Something that is needed more than ever).

Cons: Frankly there is little I can in the negative about this field school. Some vegetarian students I know found the meals to be a little too meat laden, but we were in cattle country. I would have liked to have done more survey work, but I understand that with the logistics of the project, they needed full excavation crews at the site each day. Additionally lab work felt rushed sometimes, and some students felt they still hadn’t fully mastered lithic or ceramic identification by the end of the field season. Make sure you bring plenty of clothes, since laundry is done only once a week.

I can’t emphasize how stellar a program this is. They do a great job of exposing students to all the various skills needed to conduct archaeology, and run an extremely well organized program. For those looking for their first field experience in archaeology, they will take the time to give you solid foundation in our discipline. For more seasoned students, they will make sure that you are sufficiently challenged and are able to participate in the shaping the formal research process. (Some of us were asked afterwards to contribute posters to the 2015 SAAs in San Francisco, reporting on the results of the summer’s field season.)

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

Beyond being part of some first-rate archaeological research, students will get the chance to experience an outstanding Western landscape. The Gila Mountains are beautiful and frequent trips were made to the scenic Gila River. That being said, this is a landscape of extremes. Students should expect temperatures to rise near the triple digits by mid-day, and temperatures to drop into the forties or lower at night. Several powerful monsoon rains near the end of the season, which collapsed some people’s tents, also hit us. Come prepared to deal with these work conditions.

Ceramics workshop

Surveying for artifacts.

The field house.

Using the Munsell book.

One of the rooms of the pueblo

The crew and Chaco Canyon

Our experimental archaeology project

Our Tents

Projectile point found in our unit

Surveying for sites

Monsoon on the horizon

Mapping our units profile

In Pueblo Bonito

Field trip to Gila Cliff Dwellings

Ceramics and ground stone found at the site.

Atlatl dart competition

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

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* 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.

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

3/18/2015

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* 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

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Review: nautical Archaeological Society Underwater Archaeology Field School

3/16/2015

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* 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.

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

3/16/2015

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*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.

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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.

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