EDUCATION O Prehistory in school didactics

The article introduces the insertion, cutting edges and their educational project “Learning proper use. history through archaeology” developing deeper knowledge Moreover a tactile knowledge of the of regional prehistory aimed working tools used in archaeologi- at classes of primary school cal surveys allowed a kindling of pupils. pupils’ motivational interest, which could have failed with a merely the- Q Antonio AFFUSO oretical lesson (Tornar 2004)  Ada PREITE (IT) The archaeologist work

During the school year 2004/2005, on the fi eld an educational project aimed at Th e archaeologist working in the developing knowledge in the his- fi eld carries out diff erent activities, torical-archaeological aspects of allowing him to record all the in- Q Fig. 1 Class carried out with multimedia support the Lucanian territory in the very formation collected, and to recon- south of Italy, in particular of the struct events which are not tangi- Ionian Basilicata, was carried out ble anymore. Within our didactical Homo Erectus, to whom the lithic at the Direzione Didattica 1° Cir- project, major importance was given tools found in diff erent Palaeolithic colo “L. Milani” of Policoro (Mat- to activities such as surface survey- contexts are ascribed. era, Basilicata). ing, cell outlining of the surveyed area and archaeological excava- Th e most common typologies of Th e didactical project, called “Learn- tion methodologies, with particular lithic tools were shown and illus- ing history through archaeology”, reference to the basic principles of trated: from particular ones, indi- proposed by the Cooperative Co. stratigraphy and technical record- viduating specifi c cultural areas, to Archeoart within the School Educa- ing of the data collected during the more generic ones, found at numer- tional Proposals Plan for 2004/2005, archaeological excavation. ous sites. Based on comparisons to was chosen from among numerous other Italian Palaeolithic contexts, it didactical proposals by the Teach- Th ese subjects, which are not quite was possible to spot among the ma- ers’ Board and Parents. It was de- that easy to understand because of terials collected in the fi eld known veloped through a 60 hour activ- their technical complexity, were forms, such as the chopper, the bi- ity plan, shared equally between 6 dealt with in a scientifi c way, though face and the scraper which are oft en classes of pupils in the third year of with the help of didactical method- shown in school books without any Primary School. All the pupils took ologies apt to be understood by Pri- geographical, chronological or cul- part in the project. mary School pupils. tural references.

As to the most recent stage of Pre- Theoretical stage Prehistory in Basilicata history, the transition from a no- Class lessons were carried out with Images of archaeological excava- madic life, with an economy based the help of multimedia technolo- tions, fi nds and reconstructions of on hunting and spontaneous plants gies, already widely used within everyday life in Basilicata concern- picking (Palaeolithic, Mesolithic) the didactical fi eld (Cecconi, Ol- ing Prehistoric periods (Palaeo- to a sedentary one by communi- metti Peja 2004), including han- lithic, Mesolithic, Neolithic) were ties organized in villages having dling in copies of archaeological shown to the pupils. an economy based on agriculture material and handling tools used and cattle breeding (Neolithic) in archaeology (Fig. 1) As to the most ancient stage of Pre- was underlined. Major importance history, particular attention was was given to the organisation of a Copies of archaeological fi nds were given to Pleistocene fauna fi nds in Neolithic village: from hut struc- actually handled by the pupils A Basilicata, whose osseous remains tures to the areas devoted to spe- tactile approach with such mate- were found at the sites of Rotonda cifi c activities and the evidence of rial allowed a physical and formal (Potenza), Grumento (Potenza), material culture (vases, lithic pro- knowledge of the objects together Chiaromonte (Potenza), Venosa duction, osseous production et ce- with the awareness of their practi- (Potenza) (Bianco 1993) and Atella tera). With reference to the territo- cal functions. Such learning meth- (Potenza) (Borzatti von Löwenstern, ry of Ionian Basilicata, areas where od allowed the pupils a cognitive Sozzi 1996). Th e latter two sites, as Neolithic villages were settled were acquisition of the various structur- well as the area around Matera, surveyed. Such surveys allowed al components of the tools: handle, show evidence of the presence of the relating of local Neolithic cul-

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tural issues to the ones dealt with stratigraphic complexity, are set out in school books, sometimes intro- through reconstructions which are duced in a generic way and thus easy to understand. distant from a proper cultural and historic setting. During laboratory activities the pu- pils learned how to do an archaeo- logical excavation, using typical Laboratory didactical- tools. Th e excavation was carried experimental stage out, though on a smaller and easi- Th e second stage was carried out er scale apt to school didactics, fol- with laboratory practical lessons lowing the methodological criteria featuring a didactical simulation of of archaeological survey (Fig. 2) an archaeological excavation. Such and the relevant fi eld documenta- activity, aimed at going deep into tion (graphic survey, photographic the concepts and issues dealt with survey, draft ing of the excavation diary and fi lling-in of stratigraphic Q Fig. 2 Didactical simulation of an archaeological exca- during the theoretical stage, elicit- vation ed particular attention and cultural technical forms). curiosity with both the pupils and the teachers. Didactical visits to the National Archaeological A didactical simulation of an ar- chaeological excavation can be car- Museum of Siritide ried out both within enclosed plac- Didactical visits to the National Ar- es, with a didactic box or properly chaeological Museum of Siritide in set out in the open air. In both cas- Policoro (Fig. 3) were carried out es the archaeological fi nds (copies) by a paleoethnologist (an archae- are laid out according to synchron- ologist specialised in Prehistory ic and diachronic contexts. In the and Protohistory) following an ex- specifi c case of the project “Learn- perimental methodology based on ing history through archaeology” a fi lling in an archaeoform; the pupil Q Fig. 3 National Archaeological Museum of Siritide: di- dactical visit didactic box was used, with a re- thus becomes an active actor dur- construction of a diachronic strati- ing the guided tour and acquires graphic sequence. the diff erent concepts in a proper scientifi c way. Q Th e fi rst level of the stratigraph- ic sequence (more recent upper Th e archaeoform has a very easy level) contained a tomb dating structure, made of cells for record- back to the Neolithic, made at ing archaeological data and spaces a 1:2 scale. Th e funerary equip- for drawings (Fig. 4). Th us used, ment (copies) was laid down the archaeoform proved to be a use- next to the skeleton, placed in a ful instrument for organizing the crouching position. diff erent information.

Q Th e second level of the strati- Th e archaeological issues dealt with graphic sequence (bottom older during the didactical visits con- level), placed under the Neo- cerned both historiographic subjects lithic tomb, was made up of Pal- and themes connected to the meth- aeolithic lithic objects (copies) odology of archaeological research, and the remains of a hearth with the procedures of production and Q Fig. 5 Clay preparation charcoal and burnt animal bone use of the objects displayed and the fragments images shown on the illustrating panels. Th e explanation of the words It must be underlined that the di- used within archaeological vocabu- dactical simulation of an archaeo- lary proved also to be very interest- logical excavation generally shows ing, with a particular emphasis on reconstructions of known contexts, the properl scientifi c terminology, such as the areas for cooking food oft en neglected or improvised. Th e (hearth), with relevant left overs pupils’ acquisition of an adequate (animal ones), or human tombs, archaeological terminology allows, with funerary equipment indicat- as already shown in other didacti- ing a specifi c cultural phase. Such cal experiences in museums, a more archaeological contexts, not always proper knowledge of the typology easy to be interpreted, both for the and function of diff erent objects and fragmentary nature of the preser- relevant cultural contexts (Asquini Q Fig. 6 Weaving with vegetable fibre vation state and for their chrono- 1999).

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Materials used Technique Making up of elements functional to hut building Vegetable fi bres Weaving Ropes Reeds Caning Frames Clay Processing Hut plaster and preparation Wheat stems assembling Upper cover

Q Tab. 1 Materials used in the reconstruction of part of a hut

The didactical visits carried out Th e reconstruction of the hut was in museums, as in the National completed by setting out a paleo- Archaeological Museum of Sir- ground, on which post holes were itide, allow a multi-contextual- reconstructed as connected to the ized learning of archaeological bearing structure of the hut, hav- events and of the historical datum ing inside little stones working in its entirety thanks to the use of as the “wedges” of wooden poles different explanatory methodolo- (Fig. 9). Q Fig. 8 Plaster preparation (clay and straw) on caning gies. Conclusion The didactical- Class lessons, visits to the museum experimental laboratory and didactical-experimental labo- Th e experience that most strongly ratory activities aim to give the pu- involved the pupils was the labo- pils a deeper knowledge of the cul- ratory of didactical experimental tural and technological aspects of archaeology (Fig. 5). During this the fi rst Prehistoric human groups; phase of the project, part of a Neo- such issues, in fact, oft en appear lithic hut was reconstructed, based in school books as decontextual- on the knowledge both archaeolog- ised, thus deprived of contents and ical fi nds and ethnographic com- mainly linked to superfi cial factual parisons. knowledge.

Th e materials used for the recon- Both during the diff erent activities struction of part of the hut (Tab. and within the feedback phases, the 1), all of natural origin (Fig. 6), pupils were shown to have acquired were set out and put together the basic concepts of the cultural (Fig. 7, Fig. 8) by the pupils, who processes taking place in Prehisto- Q Fig. 9 Weight bearing structure (binding detail) showed that they had acquired the ry, in particular in a Lucanian and scientifi c and technical elements Ionian coast context. Th e assign- dealt with during the theoretical ment of tasks and the organisation cialisation occasions, with respect lessons. of study groups created further so- to the usual school ones.

Th e result was a more collaborative cohesion between the pupils, who carried out their tasks with aware- ness and responsibility, though contributing individually to the work. Th ey also showed to have an inclination to team working and a particular openness, not always ev- ident in other school activities, to- wards schoolmates with disabilities. Teachers found a wider interest and better involvement by pupils usu- ally less bright in traditional school subjects.

Moreover, assigning specifi c roles within the diff erent activities gave the chance for some pupils, even including those with disabilities, to Q Fig. 4 Sample of completed ar- Q Fig. 7 Didactical reconstruction of acquire more faith in their own ca- chaeoform part of a Prehistoric hut pacities.

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Bibliography Borzatti von Löwenstern E., Sozzi M., 1996: Tornar C., 2004: Procedure e tecniche del Asquini G., 1999: Il lessico museale Cacciatori di elefanti, Archeologia Viva, processo didattico, Milano. in un’indagine nazionale sulle abilità Anno XV, N. 56, Nuova Serie, Marzo- cognitive, AA.VV. Un laboratorio per la Aprile 1996, Firenze, pp. 18-25. Summary didattica museale (a cura di Emma Nardi), Cecconi L., Olmetti Peja D., 2004: pp. 65-70, Formello (Roma). II. I mezzi didattici, Gli strumenti La Préhistoire dans la pédagogie Bianco S., 1983: Il Neolitico di contrada dell’intervento didattico, pp. 45-132, scolaire Milano. Cetrangolo nella valle del Cavone Le présent article présente le projet (Matera), Studi in onore di Dinu Pesarini F., 2004: La didattica del museo scientifi co, Milano. pédagogique intitulé “apprendre l’Histoire Adamesteanu, pp. 1-16, Galatina. à travers l’Archéologie” destiné aux élèves Bianco S., 1993: La Preistoria, Il Museo Piperno M., 1996: Notarchirico (Venosa, Potenza), Guida Archeologica – Puglia e des écoles primaires. Ce programme est Nazionale della Siritide di Policoro, pp. divisé en partie théorique, qui repose sur 13-46, Bari. Basilicata, n. 11 (a cura di Renata Grifoni Cremonesi, Francesca Radina), XIII l’utilisation de technologies multimédia, Bianco S., 1997: Le testimonianze pre- et celle pratique qui consiste dans la visite protostoriche, Il Museo Archeologico Congresso Internazionale delle Scienze Preistoriche e Protostoriche (Forlì, 1996). du musée et la simulation de fouilles Nazionale dell’Alta Val d’Agri, pp. 33-61, archéologiques. Ce projet aide les élèves Lavello (Potenza). Piperno M., Tagliacozzo A., 1999: Il Paleolitico e il Mesolitico, Storia della à comprendre les aspects culturels Bianco S., 1999: La Preistoria, Il Museo et technologiques de la Préhistoire, Nazionale della Siritide di Policoro, pp. Basilicata. 1. L’Antichità (a cura di Dinu Adamesteanu), pp. 3-30, Bari. mais également à développer leurs 13-25, Bari. compétences dans le travail en équipe et leur confi ance en eux.

Didactic experimental archaeology in Italy Urgeschichte im Schulunterricht Im Artikel wird das für In Italy there are currently numerous Archaeological Parks which deal with experimental Grundschulklassen entwickelte archaeology and didactic laboratories in Prehistory. Many didactic laboratories for children Pädagogikprojekt “Geschichte kennen deal with the realization of handcraft s, using techniques and materials known in Prehistory. lernen mit Archäologie” vorgestellt. Das Programm besteht aus einem Th e Archaeological Park of Montale (Modena, Emilia Romagna) provides visitors with the theoretischen Teil, der mit Hilfe von opportunity to get to know the cultures of Terramare (hhtp://www.parcomontale.it). Th e multimedialen Präsentationstechniken idea and scientifi c plan of the park belong to Andrea Cardarelli, Professor of Prehistory durchgeführt wird, sowie einem and Protohistory at the University of Rome “La Sapienza”, while the archaeologist Ilaria praktischen Teil, der einen Pulini deals with its management. Museumsbesuch und eine simulierte archäologische Ausgrabung umfasst. Th e Archaeological Park Villaggio Neolitico di Travo (Piacenza, Emilia Romagna) is Das Projekt befähigt die Schüler dazu, run by the cultural non-profi t Research Group “La Minerva” (http://archeotravo.it). Th e kulturelle und technologische Aspekte der group avails itself of the contribution of specialized archaeologists to carry out didactic Urgeschichte zu begreifen und befördert activities both in the archaeological museum and in the park. Among the archaeological darüber hinaus die Gruppenarbeit und didactic experimental activities the park proposes knapping, pottery making, weaving das Selbstvertrauen der Schüler. and cereals milling. Th e Archaeological Park of Forcello (Bagnolo San Vito – Mantova, Lombardia) (http:// Q Antonio Affuso is a Prehistoric www.parcoarcheologicoforcello.it) organizes laboratory activities for schools of diff erent archaeologist. He is a graduate classes and level, based on various themes pertaining to the craft smanship at the time of of the University of Bari. He is in the Etruscans and to the archaeologist’s profession. charge of a research project on Neolithic houses reconstruction in Th e Archaeological Park Senales (Madonna del Senales – Bolzano, Trentino Alto Adige), the Archaeological Park “Villaggio near the little village of Unser Frau in Schnals, is placed at a height of about 1,500 m Preistorico del Parco Territoriale (http://www.archeoparc.it) in the Tisental valley, where, at 3,210m above sea level, the Ice- Andriace di Montalbano Jonico”, man was found. Th e purpose of this park is to recreate the past as vividly as possible. of which he is the director. He is In Italy there are also numerous work groups coordinated by qualifi ed archaeologist and the chairman of the Cooperative specialists in Prehistory and Protohistory. Th ey carry out experimental archaeology ac- Society Archeoart, which deals with tivities both on a scientifi c and didactic level. didactic projects. Q Ada Preite is a Protohistoric Among these we must mention the association Arkè (http://www.arkearcheologiasperi- archaeologist. She is a graduate mentale.it) run by Floriano Cavanna, the Centre for experimental archaeology and ar- of the University of Rome “La chaeometry in Civitella Cesi of Blera (Viterbo, Lazio), dealing with experimenting Vil- Sapienza”. She has taken part lanovian and Etruscan forms of daily life (9th and 8th century B.C.), run by Angelo Bartoli into different research projects (http://www.antiquitates.it), “gli albori” in Tuscany (http://www.glialbori.com), Archeo- promoted by the FESR Ireland-Italy- lab (Massa Finalsese – Modena, Emilia Romagna) run by Enrico Belgrado (http://www. Spain, the European Union and archeolab.com). Italian Institutes and has followed Experimental archaeology carried out within Italian Archaeological Parks by the above different museum exhibits. She mentioned work groups, apart from their scientifi c aims (reconstruction of the operat- is presently studying Enotrian ing chains for object production)are also used as a technique for didactic learning. Clay pottery decorations and following modelling together with stone splintering are the most wide spread activities in the didac- the exhibit layout of the archaeo- tic fi eld. Such activities provide an opportunity for expanding the ordinary school pro- anthropologic Civic Museum grammes with methods which go beyond traditional school teaching. “Lodovico Nicola di Giura” in Basilicata.

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