The blog post for this week has been written by Dr. Christian Knoblauch. Christian is an Egyptology lecturer in the Department of History, Heritage, and Classics at Swansea University. He is a specialist in the archaeology of ancient Egypt and Nubia and is particularly interested in using material culture to explore broader cultural aspects. His research draws on fieldwork projects in Egypt and the Sudan. He is an assistant director of the University of Michigan Abydos Middle Cemetery Project and co-directs with Laurel Bestock (Brown University) the Uronarti Regional Archaeological Project.
Object biographies, life cycles, or
itineraries provide new perspectives on the histories and cultural
significances of museum artefacts, revealing the journeys and contexts that
shape their meanings over time. By emphasising the relationships between
objects, people, and places, these approaches encourage viewers, in this case
our students, to engage with artefacts not merely as static objects but as
active participants in a broader narrative of human experience.
Dr Kasia Szpakowska, formerly of
Swansea University, pioneered this approach in our teaching offer through her Second-Year
module Introduction to Egyptian Archaeology. This module, which I was
lucky enough to inherit and run since 2018, provides students with the unique
opportunity to investigate anepigraphic objects (those without writing) in the
Egypt Centre using an object life-cycle approach. The teaching approach is
object-based and includes lectures and weekly hands-on sessions where students
engage directly with the objects they are researching from different
perspectives (fig. 1).
We are extremely grateful to the Egypt Centre for facilitating extensive access
to the collection and collaborating with the department so fruitfully.
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| Fig. 1: Students researching HARGM9872 |
During the past
semester, students in the module wrote their projects on pottery objects from
the Harrogate loan currently in the
Egypt Centre. As most of these objects have never been studied before, this was
an amazing chance to conduct original primary research that contributes to
global research. The objects were from the prehistoric and proto-dynastic
periods and included C-Ware, B-Ware, W-Ware, and D-Ware. One of the highlights
was a black-topped vessel (HARGM9872) with a unique,
incised fauna scene (fig.
2).
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| Fig. 2: HARGM9872 |
The students are
drawn mostly from the Egyptology and
Ancient History BA
but it is worth remembering that these students are in just their third
semester of university and only have two Egyptology module behind them. None of
our students have previously worked directly with objects or with ancient
pottery, so the learning curve is incredibly steep. Students have to acquire a
wide range of skills during the semester.
They must learn
how to handle objects, record and describe them, analyse their condition, materials,
form, production traces and decoration (fig. 3). They must learn to decipher excavation
marks, catalogue numbers, and auction catalogues. They learn how to conduct
research in excavation reports, exhibition catalogues, ancient technologies,
museology, archaeological theory, and local history. In short, they are
acquiring first-hand the practical skills and academic knowledge necessary to
deal with the types of objects that are found in hundreds of museums and public
collections across the UK.
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| Fig. 3: Measuring HARGM10221 |
Their final assessment for the module is a
3000–4000 word project addressing all aspects of an object’s life-cycle, from
the gathering of raw materials along the Nile Valley in prehistory to the
object’s current role here in Swansea.
Below is a
selection of some of the best life-cycle projects from this last semester on
the Harrogate material. The papers shed light not only the production, date,
and function of ancient artefacts and their place in society, but they also
enhance our understanding of how UK regional collections were formed, and how
such objects might fit into contemporary museum spaces and contribute to
visitor experience and narratives linking the ancient past with the modern
world. Each of these papers is accompanied by a short bio of the author. Note
that prior to the module taking place, all the information on the online
catalogue for each object was removed until the module had concluded. This way
the students had to research the objects themselves rather than relying on
information in the catalogue. As a result, some of the information on the
objects, such as previous analysis of the contents, may not have been known to
the students.
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| Fig. 4: HARGM10221 |
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| Fig. 5: HARGM9833 |
Life-cycle of HARGM10221 (fig. 4), Jess Bailey, 2024
Bio: I am in my
second year of studying Egyptology and Ancient History at Swansea University,
having chosen to study the ancient world due to my longstanding fascination
with the past. I am specifically interested in the operation of ancient
societies, and how they varied across different regions and periods under
different powers. In working with an object firsthand, this project allowed me
to discover a passion for working with archaeological material and helped me
realise how much can be learned about the structures of ancient societies from
a single, often mundane, object.
Life-cycle of HARGM10221 (fig. 4),
Douglas Burke, 2024
Bio: Hello, I am Douglas Burke, a second-year Egyptology and Ancient History student from Massachusetts, USA. My passion for Egyptology began in childhood, fuelled by online college courses and countless visits to museums and exhibits with my parents. While researching universities with strong Egyptology programs, Swansea University stood out with its comprehensive and well-regarded curriculum. The added attraction of the Egypt Centre, where I can handle artefacts, solidified my decision to join Swansea and pursue my academic dreams.
Life-cycle of HARGM9833 (fig. 5),
Hannah Wilkins, 2024
Bio: I am studying a Bachelor of Arts in Ancient History and Egyptology, a passion I have had since primary school. The ancient world is such an important field of study to me, considering its parallels with our modern world, these are the people who have influenced who we are today, it is fascinating to be able to study and understand them. Taking this module furthered this idea, providing insight into the Egyptian Predynastic culture, their customs, practices, and values. I was also introduced to the archaeological world, learning and applying the steps taken to understand the objects discovered, now being able to share this with those interested.
