PRITHVI MAJAL

What we were involved in:

The Archaeology program for students aimed to provide us with a better understanding of what archaeology really is and what actually constitutes it. Although the nexus of archaeology focused on excavating artefacts, there was much more to it. The program gave us a better understanding of the different types of archaeology. We were tasked to select one sub unit of archaeology and conduct further research on it and study its uses in the context of Singapore for which i chose battlefield archaeology.

What we did :

The way we learnt more about archaeology was to actually experience it. We went hands on with actual sherds, mock excavations, field trips, lectures and even had full access to the ISEAS library which housed thousands of books on archaeology.

Sorting artefacts

The bulk of what we did at ISEAS included sorting artefacts. Before embarking on this task, we were given a brief introduction to the different types of sherds that we would come across. Once we were familiar with it we began the first step of sorting the artefacts based on the different materials. We only dealt with 3 kinds of materials; Earthenware, Stoneware and Ceramics. Once our mentor checked through our categories of the different materials we began the second step, sorting the sherds based on its vessel part. This step was a little bit more difficult as some parts were very tiny and hard to identify which part of the vessel it actually belongs to. Once we separated the sherds into its distinctive vessel parts we began the final step of weighing and bagging the sherds. The entire process taught us alot about the different kinds of materials and vessel parts we dealt with and helped us to identify distinctive parts easily.

Lectures and Field trips

To accompany sorting sherds we even had lectures and field trips where we learnt more about the origins of these sherds. There were several lectures which taught us more about, an excavation in Cambodia, the various ceramics that were found in China as well as the uses of compositional analysis. The lectures gave us a better understanding of the whole process of archaeology and greater insights on individual sherds.

The field trips amplified our learning by exposing us to different types of materials that have been excavated and its importance. We went to NUS museum to learn more about the Singapore heritage as well as the origin and uses of old ceramics from various provinces in China. Our mentor even walked us through the process of forging such ceramics and how fragile the process was. All in all both the field trips and the lectures gave us deeper insights on the world of Archaeology.

Mock Excavations

After going through several weeks about learning about the process of archaeology and the frailty of it. All the countless lectures, field trips, research all came to use as we had to perform a mock excavation. Each basket contained different artefacts and corresponded to different areas of a 'temple'. We were tasked to carry out an excavation, document our findings and then come up with a conclusion of what that area was used for. Having to partake in an excavation showed us exactly how thorough we have to be and how one small slip up can cause us to lose the narrative of that area. The mock excavation really broadened our understanding and the taught us the frailty of the excavation process

Our Project

Throughout our month at ISEAS we were split into pairs and tasked to choose one sub unit of archaeology and do extensive research on it. We would then have to study its uses in the context of Singapore and then produce a poster including what we have researched. We were given full access to the ISEAS library which housed many books on battlefield archaeology which my partner and I borrowed and used as part of creating our poster. Our mentors also gave us sufficient time during the day to work on our poster and to consult with them if we needed help. Creating this poster gave us a clearer understanding of battlefield archaeology as we had to research extensively on it as well as add as much content as we can succinctly.

What we learnt

IDentifying vessel parts

One of the earliest things we learnt was how to identify the various vessel parts of stoneware, earthenware and ceramics. We were shown a similar diagram of that of the picture above and based on the distinctive features such as that of the rim and base we could sort these pieces. Other parts such as the shoulder as body were harder to distinguish but looking at the curvature of the piece you could distinguish whether it is a shoulder or base. Any piece with no distinctive features and you cant tell what it is usually goes into the pile of the body parts to avoid any incorrect assumptions.

PROCESS OF CREATING VESSELS

Our mentors and lectures taught us about the ceramic making process to better understand the sherds that we uncover. Ceramics are usually made by mixing different compositions clay, earthen elements, powder and water to create a mold. The mold is then shaped. Once shaped rows of similar ceramics are then fired into high temperatures in ovens known as kilns. Some ceramics have a thin layer of glaze applied to it before heating to give it a glossy shine. Ceramics are painted before or after the glaze and has been added and before or after it has been fired. This produces different designs. The difference in ceramics is the composition of clay used, firing temperatures and glaze and paint used. The entire process requires a degree of precision.

lIDAR

In one of the lectures, we were given a greater understanding of what LiDAR was and its uses and limitations. LiDAR – or Light Detection And Ranging – is a form of laser-scanning, initially used in meteorology. Over the past decade or so, archaeologists have begun routinely to use the technology, drawn to its ability to capture extraordinarily accurate, high-resolution, 3D data. It works by using light sensors to measure the distance between the sensor and the target object. This results in a series of ‘dots’ that computer wizardry is able to convert into a 3D mesh. LiDAR technology has transformed how researchers approach unsurveyed land. However many areas heavy with secondary forestation such as Adams Park in Singapore make it difficult for LiDAR to be used.

LEARNING ASPECTS:

A key aspect I learnt was the importance of knowledge and experience. As a beginner archaeologist it will be very difficult for you to identify the various materials and vessel parts especially if you lack the knowledge of it. Although some of this knowledge does come with experience, the bulk of it is actually extensively studying everything you can about archaeology. This includes composition analysis and types of vessels previously uncovered. The knowledge needed for archaeology is not just limited to studying artefacts. Having a good understanding of history and the timeline can help you quickly and efficiently narrow down the year and place of origin for a particular artefact. Being proficient in Chemistry as well gives you an advantage in understanding the process of how the ceramics have been created and how the environment would have affected them over the years. Having wide experience with dealing with artefacts allows you to quickly draw links with each one of them if they could be possibly connected, this would create a whole new narrative as new information on a piece of artefact can have major changes in the way you perceive it.

Another learning aspect was the importance of teamwork. Sorting 200 small sherds seems like an impossible task, and we did have some problems at the start. We lost a few bags, there was issue with the documenting, some of the sherds were not properly bagged. These problems rooted from poor communication and teamwork. However, when we finally managed to organize ourselves and create a sort of factory line the entire process was much more efficient. We ended up sorting all these artefacts faster than our mentors would have expected and this was because of working together with each other. Even when my partner and I were designing our poster we were able to get it done much more efficiently as we worked together. We did have different perspectives on how it should be designed and what should be added but it was because of this contrast that we were able to produce something better than we both hoped for.

TAKEAWAY

The one thing i did learn in this attachment that most other attachments wouldnt provide you with is the high scale of meticulousness. It emphasizes something known as the 'Butterfly effect' which states that a flap of a butterfly's wing can cause a tornado on the other side of the world. In the context of archaeology, sorting one tiny artefact wrong can cause you to miss out a crucial link and lose out on a huge part of the narrative. It is extremely important that all artefacts are thoroughly studied and sorted. Even while excavating, it is important that while digging you do not alter the orientation of the artefacts. Orientation of artefacts can tell you alot about it and its origin. For example, a skeleton of a child found was facing downwards which indicated that she was crushed by something rather than being buried which is traditionally done with the face up. For our mock excavation we were tasked to dig near a temple site, below the area my partner and I were digging there was a ritual site. The ritual site was created by lining rows of rocks in a circle with a pebble in the front. Had we done it recklessly and slightly shifted the orientation we wouldnt have been able to tell that it was a ritual site. This would have entirely changed the narrative of that area. Hence being extremely meticulous is key for archaeology and many aspects of life as one small change could have major consequences.

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