Top 10 Public Archaeology opportunities at SHA 2014

Interested in Public Education and Interpretation?  The 2014 conference is chock-full of opportunities to learn, share, and experience Public Archaeology firsthand.  Here’s my top 10 recommendations for sessions to join or meetings to catch.

1.  Attend JOIN SHA’s Public Education and Interpretation Committee!

Committee meetings are scheduled for Friday morning at 8 am.  The PEIC will be meeting in the Courville Room at the Hilton Quebec.  On the agenda: introductions and what projects SHA members initiated over the past year, recap of SHA’s participation in the Archaeology Education Clearinghouse and attendance at National Council of Social Studies in St. Louis, and an update on the Public Archaeology Toolbox.

If you can’t make it for the meeting, join the conversation on Twitter @FPANlive that morning or email me at semiller@flagler.edu for future committee updates.

2.  Municipal Archaeology (Thursday 8:30 Room 301B)

All municipal archaeology programs owe their existence to public engagement.  The session includes overview of several municipal programs from the US (St. Augustine, Phoenix, New York City) and multiple cities in Quebec and Ontario.  Tours, exhibits, heritage tourism, and public excavation are just some of the many public benefits of these programs.

3. PechaKucha!  (Friday 1:30 Room 207)

One of the things I’m most excited to see is “My Research in a Nutshell.” PechaKucha is a presentation style where the speaker selects 20 slides and must confine comment to only 20 per slide.  PechaKucha Nights have popped up all over the country as a fun, informal way to communicate ideas, projects, or creative works.  I’m curious to see the different ways the students are successful in interpreting their findings for the conference but will keep my potential public audiences in mind.  Come observe, then challenge yourself to sign up for your local group.  For example, St. Augustine just started a PechaKucha Night series last year (check out their webpage) and I’m looking to get on the 2014 roster.

PechaKecha in action!

4.  Community Archaeology for the 21st C (Friday 3:30 Room 205B)

Joe Hoyt of NOAA organized this session to highlight collaboration between professional archaeologists and avocational divers to study WWI and WWII shipwrecks off North Carolina’s coast. The session culminates with a roundtable discussion between Hoyt, John Bright of the National Park Service, Fred Engle of Battle of the Atlantic Research and Expedition Group, and Brandi Carries of Bureau of Ocean Energy Management.  I’ll be listening especially to the outreach products that resulted from the survey, particularly creation of a documentary and integration of cultural resources into scuba training as mentioned in the abstracts.

5.  Public Archaeology Panel (Saturday 1:30 Room 207)

Public archaeology issues are best expressed by deliberation.  An international panel organized by grad students Nicole Bucchino (FPAN-UWF), Jennifer Jones (ECU) and Jenna Copin (CUNY) brings together PubArch veterans to discuss their experiences for grad students.  Lively debate is ensured with the participation of incoming SHA President Charles Ewen (ECU) on the panel, as well as representatives from Thunder Bay (NOAA), NPS, Cayman Islands, and consulting firms.

6.  Posters! (Friday 12:20 Room 200)

Poster abstracts recently became available and I can see several public archaeology offerings in the hall.

  •  “Sharing the Sweet Life: Public Archaeology in Practice at a historic Louisiana sugar mill” poster by Matt McGraw, Rebecca McLain and Veberal Clement of LSU promises to highlight Facebook page, student blog, site tours, displays and media coverage.
  • “Black Experiences within the Field of Archaeology” by Ayana Flewellen (UT at Austin) and Justin Dunnavant (UF), will highlight progress from the Society of Black Archaeologists Oral History Project and touch on themes that arose through the interview process.  What a great resource to consult for upcoming talks, including but not limited to those requested during Black History Month.
  • Blackwater Maritime Heritage Trail poster by Benhamin Wells (UWF) will focus on a heritage tourism approach to interpretation.  Focus on maritime resources and how to overcome the challenge of sharing these sites with the public.

7.  New Acadia Project (Friday 4:15 Room  302B)

Mark Rees’ paper on Public Archaeology and Mythistory caught my eye.  The role of the archaeologist in exploring mythistory of Cajuns intrigues me, as well as use of crowdsourcing to fund the project.  This paper is part of a larger session on Archaeologies of Acadia: From Homeland to Diaspora.

8. Archaeologies of Memory and Identity (Friday 1:15 Room 206A)

Cross-cultural meanings of place and places of meaning will be presented with the intention of challenging us to use ethnographic approach in our work.   Patty Jeppson and Jed Levin are two of my PubArch favorites who always bend my brain to think in new ways.  Outside the US and Canada, this session will include papers from Australia, England, Portugal, Japan and the Canary Islands.

9. Community Education and Public Engagement (Saturday 3:30 Room 206A)

After you’ve had a chance to experience #10 (don’t peek!) come over to Room 206A and hear a variety of papers representing multiple approaches to public archaeology: social media, success of swag, hands-on excavation, avocational programs and archaeology months.  I’m particularly excited to hear from Archaeo-Quebec, an organization that looks similar to my own network.  Reading their abstract led me to looking up their website to learn more.    

10.  Last but not least….PUBLIC DAY!!!  Pleins Feux sur l’archaeology!!

Come see archaeology interpreted for the public Quebec style!  Each SHA public day is truly unique and I never lack for ideas to share (okay steal) after perusing the exhibit hall.  For a flavor of public day you can check out my blog last year from Leicester.  Full description of events available on the conference website.

Event Flier

Didn’t see your paper or poster?  Add it in the comments below!  And don’t forget to follow conference happenings on Twitter using the #SHA2014 and #PubArch hashtags.

Unless stated, all events take place in the Convention Center.  Refer to program for end times and full session descriptions.  While I took French for 9 years (yes, 9!) I’m obviously limited in my review of the abstracts submitted en francais.

Mes excuses à nos colleages francophones!  Si vous donnez un document de l’archéologie publique et je manqué, s’il vous plaît envoyer ci-dessous et je vais vous acheter une bière!

The Future of the Past: Using 3D Replicas for Public Archaeology

For over a year now I have been working in the Virtual Curation Laboratory at Virginia Commonwealth University (VCU), and for over a year I have been consistently amazed by the rapidly growing interest in and use of three-dimensional technology in the field of archaeology.  The Virtual Curation Laboratory (VCL), founded in 2011 and led by Dr. Bernard K. Means, began as a partner of the Department of Defense’s Legacy Program, with the goal of creating a virtual database of archaeological materials by recording them with a 3D scanner.  The project has since grown, and we now have a large and diverse collection of digital models that have been created by Dr. Means and the many undergraduate student interns and volunteers who have participated and contributed to the project.

NextEngine 3D Scanner scans an Acheulean Handaxe from South Africa. Courtesy of the Virtual Curation Laboratory.

I began my involvement as an intern last summer, and very quickly began to appreciate the significance of the technology I was becoming familiar with.  VCL employs a NextEngine 3D Desktop Scanner, which uses laser technology to create three-dimensional models of objects.  The user can then process the model and finalize it in STL or OBJ formats, which can be shared via the internet or on a number of electronic devices such as smart phones and tablets.  We also have a MakerBot Replicator 3D Printer, which can print plastic copies of the models we have created.  There are countless ways that this technology could benefit archaeology, but as a student who was still fairly new to the field, I saw its greatest potential in education and public outreach.

My research last fall consisted of creating lesson plans that employed digital models and plastic replicas of artifacts to supplement the material that was being taught.  We then took those lessons to a local high school and presented them to a group of history students there, taking note of how well or poorly they responded to our use of the models.  We also presented a few different lessons to Dr. Means’ archaeological methods class at VCU, including one on basic lithic analysis using plastic replicas of projectile points that we have scanned.  What we found was that the high school students responded especially well to the plastic replicas, as they offered a visible and tangible connection to the topic they were learning about.  On the other hand, the VCU students unanimously agreed that they preferred the accuracy of the digital models.  Those who participated in the lithic analysis lesson, however, were able to correctly identify the types of each point they were given based on the plastic replicas they studied, lending some credibility to the printed models as research tools.  In March of this year I presented this research at my first conference, and it will soon be published in the upcoming issue of the Journal of Middle Atlantic Archaeology!

In addition to being a great tool for students who long for an interactive and readily available form of research material, we have found that 3D scanning and printing of archaeological materials is an incredibly effective tool in public archaeology.  Not only do three-dimensional models and plastic replicas of artifacts help us to promote a better appreciation for archaeology and the materials we recover, but they offer the public a unique and tangible connection with the past that they may otherwise never experience.  VCL does a great deal of public outreach through events and lectures, but my best examples of the value of these models are from this summer, when I was working as a field intern at Ferry Farm, George Washington’s Boyhood Home in Fredericksburg, Virginia.

I pass around plastic artifact replicas and discuss the archaeology being done at Ferry Farm with a group of children. Courtesy of the Virtual Curation Laboratory.

Public Archaeology is a top priority at Ferry Farm, and as such we spend a lot of time discussing the site and its history with the many visitors who travel there.  VCL has scanned and printed a great deal of artifacts from Ferry Farm’s collections, and a series of plastic replicas have been given to the archaeology staff to use for public program in the field.  As I spoke to visitors during my time there, I found it incredibly helpful to use those replicas as examples of the types of artifacts we find at the site, and the visitors (especially the young ones) appreciated the fact that they could touch, feel, hold, and examine the replicas, as they would not have that opportunity with the real object.

The great diversity of artifacts that VCL has in its digital collection makes our efforts in public outreach and education even more effective.  The Virtual Curation Laboratory staff has scanned lithic materials ranging from a one million year old Acheulean Handaxe from South Africa, to projectile points and other stone tools that have been loaned to us from collections across Virginia and Pennsylvania.  We have scanned small finds from the homes of our nation’s greatest historical figures, including George Washington’s Mount Vernon, Thomas Jefferson’s Poplar Forest, and James Madison’s Montpelier.  We have also been working on creating a database of faunal remains to help students, archaeologists, and other researchers identify and understand the skeletal framework of various animals.

VCU student and VCL intern Mariana Zechini discusses 3D printing with a group of VAST members. Courtesy of the Virtual Archaeology Scanning Team.

More and more students have gotten involved with the Virtual Curation Laboratory over the past couple of years, and as a result we have created a student organization at VCU that focuses on the use of 3D technology in archaeology, and allows a greater number of students to pursue research relating to our project.  The Virtual Archaeology Scanning Team (VAST) is now entering its second year as a student organization, and interest and participation have more than doubled since we began last August.

When I first became an intern in the lab last summer, few students – including myself – had any experience or knowledge about 3D technology, nor did we know if it would be an applicable skill in the future.  Now, students from all backgrounds are entering our organization with specific research goals in mind, excited to have the opportunity to learn about and utilize our 3D scanner and printer.  What has led to this sudden boom in interest, and how will this affect the next generation of archaeologists?  Is virtual curation the future of the past?

Hands-On History

Over the last several years, Jefferson Patterson Park and Museum (JPPM) has enjoyed a productive relationship with Huntingtown High School in Calvert County, Maryland. In previous years, the school’s archaeology classes produced cell phone tours for the park, with the students working on the projects at every level, including conducting oral history interviews, developing tour themes and scripts, recording the tours and writing press releases.

Rockingham hunt pitcher from the privy.

This year, JPPM decided to take on a different type of project, with the newly-formed “Historical Investigations” class. The students are analyzing the contents of a mid-19th century privy from Baltimore’s Federal Reserve site (18BC27). Archaeologists excavated the site in 1980, but since the artifacts were never studied or a final report prepared, the students are working with an assemblage that has never before received any attention.

This particular privy was filled with broken plates, spittoons, chamber pots, medicine bottles, and a torpedo bottle once used to hold carbonated beverages. One spectacular find from the privy was a large Rockingham pitcher depicting a boar and stag hunt, made around 1855 by a Baltimore pottery firm.

Teacher Jeff Cunningham and a student mend a creamware chamberbpot, while another student works on a sponged cup.

The students completed cataloging the artifacts (2,200+), mended the ceramics and glass from the privy and determined minimum ceramic and glass vessel counts. Each student chose a particular artifact to research in depth, creating illustrated essays that were both posted on JPPM’s website and produced as posters for display. In addition to writing a standard archaeological report on the privy, the students also created an exhibit of their findings that are currently on display at a local public library.

Two of the students are justifiably proud of the exhibit on display at the local branch library.

It was exciting to work with students on a project that provides them with real-world experience in a supportive setting, conducting the type of analysis normally done by professional archaeologists. Even better, is watching the students get a thrill from each new artifact and the information it holds.

What types of engaged work are you doing with local high schools? Share your experiences with us in the comment section!